As Thomas West, author, states,
there is a centuries-old belief that words and mathematical symbols are “for serious professionals – whereas
pictures and diagrams” are “for the lay public and children” (2004). This idea is an example of a damaging
myth in education, and this paper will present compelling brain evidence to help dispel the myth. We
will also provide examples of ways that visual mathematics may be integrated into curriculum materials
and teaching ideas across grades K-16.
Read the recently published paper by Jo Boaler and Lang Chen
Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. If it interests you, use the corresponding activities
A Range of Visual Activities and Representations in your classroom.
