Abstract
This paper discusses some assumptions in the teaching and learning of problem solving, including the particular importance of a problem-solving strategy towards a visual solution, named seeing, which can be a complementary contribution to the approach and development of problem-solving abilities in students and its relation with mathematical creativity. In this path of stressing visual strategies and representations, we present and discuss different potentialities of visualization, as students use it to solve problems, pointing out some appropriate tasks to illustrate them, and we also underline some constraints of the use of visualization. Within problem solving, we make the connection between the use of visual solutions and mathematical creativity, which allows producing new and elegant solutions to a problem, clarifying and deepening the understanding of it, as well as suggesting productive paths for reasoning. Finally, we illustrate the ideas discussed based on examples emerging from some studies that we carried out with elementary pre-service teachers.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational Studies in Mathematics, 52, 215–241.
Barbeau, E. (2009). Introduction. In E. J. Barbeau & P. J. Taylor (Eds.), Challenging mathematics in and beyond the classroom. The 16th ICMI Study (pp. 1–9). New York: Springer.
Barbosa, A., & Vale, I. (2014). The impact of visualization on functional reasoning: The ability to generalize. RIPEM, 4(3), 29–44.
Bell, A., & Janvier, C. (1981). The interpretation of graphs representing situations. For the Learning of Mathematics, 2(1), 34–42.
Ben-Chaim, D., Lappan, G., & Houang, R. (1989). Adolescent’s ability to communicate spatial information: Analyzing and effecting students’ performance. Educational Studies in Mathematics, 20, 121–146.
Borromeo Ferri, R. (2012). Mathematical Thinking styles and their influence on teaching and learning mathematics. Paper presented at the 12th International Congress on Mathematical Education, Seul, Korea. Retrieved March, 2015 from http://www.icme12.org/upload /submission/1905_F.pdf.
Burton, L. (1999). Why is intuition so important to mathematics but missing from mathematics education? For the Learning of Mathematics, 19(3), 27–32.
Cai, J., & Lester, F. (2010). Why is teaching with problem solving important to student learning? Research Brief, 14, 1–6.
Campbell, K., Watson, J., & Collis, K. (1995). Visual processing during mathematical problem-solving. Educational Studies in Mathematics, 28, 177–194.
Clements, M., & Del Campo, G. (1989). Linking verbal knowledge, visual images, and episodes for mathematical learning. Focus on Learning Problems in Mathematics, 11(1), 25–33.
Davis, P., & Hersh, R. (1981). The mathematical experience. Boston: Birhäuser.
Dreyfus, T. (1995). Imagery for diagrams. In R. Sutherland & J. Mason (Eds.), Exploiting mental imagery with computers in mathematics education (pp. 3–17). Berlin, Germany: Springer.
Dreyfus, T., & Eisenberg, T. (1986). On the aesthetics of mathematical thoughts. For the Learning of Mathematics, 6(1), 2–10.
Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61, 103–131.
Eisenberg, T., & Dreyfus, T. (1991). On visual versus analytical thinking in mathematics. In L. Burton & C. Hoyles (Eds.), Proceedings of the 10th International Conference of the International Group for the Psychology of Mathematics Education (pp. 153–158). London.
English, L., Lesh, R., & Fennewald, T. (2008). Future directions and perspectives for problem solving research and curriculum development. In M. Santos-Trigo & Y. Shimizu (Eds.), ICME, Topic Study Group 10, Research in Problem Solving in Mathematics Education (pp. 46–58). Monterrey, Mexico.
Fischbein, H. (2002). Intuition in science and mathematics: An educational approach. New York: Kluwer Academic Publishers.
Freiman, V., & Sriraman, B. (2007). Does mathematics gifted education need a working philosophy of creativity? Mediterranean Journal for Research in Mathematics Education, 6, 23–46.
Gardner, M. (1978). Aha! insight. New York: W. H. Freeman and Company.
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267–293.
Gutiérrez, A. (1996). Visualization in 3-dimensional geometry: In search of a framework. Proceedings of the 20th PME Conference, 1, 3–19.
Guzmán, M. (1990). Aventuras matemáticas. Lisboa, Portugal: Gradiva.
Hadamard, J. (1945). The psychology of invention in the mathematical field. New York: Dover Publications.
Hatfield, L. (1978). Heuristical emphases in the instruction of mathematical problem solving: Rationales and research. In L. Hatfield & A. Bradbard (Eds.), Mathematical problem solving: Papers from a research workshop (pp. 21–42). Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education.
Haylock, D. (1997). Recognizing mathematical creativity in school children. International Reviews on Mathematical Education, Essence of Mathematics, 29(3), 68–74.
Hersh, R. (1997). What is mathematics, really? New York: Oxford University Press.
Hershkowitz, R. (1989). Visualization in geometry—Two sides of the coin. Focus on Learning Problems in Mathematics, 11(1), 61–76.
Hershkowitz, R., Arcavi, A., & Bruckheimer, M. (2001). Reflections on the status and nature of visual reasoning—The case of the matches. International Journal of Mathematical Education in Science and Technology, 32(2), 255–265.
Hershkowitz, R., Ben-Chaim, D., Hoyles, C., Lappan, G., Mitchelmore, M., & Vinner, S. (1990). Psychological aspects of learning geometry. In P. Nesher & J. Kilpatrick (Eds.), Mathematics and cognition: A research synthesis by the International Group for the Psychology of Mathematics Education (pp. 70–95). Cambridge, UK: Cambridge University Press.
Kilpatrick, J. (1985). A retrospective account of the past twenty-five years of research on teaching mathematical problem solving. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 1–15). Hillsdale, MI: Erlbaum.
Krutetskii, V. A. (1976). The psychology of mathematical abilities in schoolchildren. Chicago: University of Chicago Press.
Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129–145). Rotterdam, Netherlands: Sense Publishers.
Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. Lester (Ed.), The second handbook of research on mathematics teaching and learning (pp. 763–804). Charlotte, NC: Information Age Publishing.
Liljedahl, P. (2004). The AHA! Experience: Mathematical contexts, pedagogical implications. Unpublished doctoral dissertation, Simon Fraser University, Burnaby, British Columbia, Canada.
Liljedahl, P., & Sriraman, B. (2006). Musings on mathematical creativity. For The Learning of Mathematics, 26(1), 20–23.
Mann, E. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236–260.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (2015). Procedural fluency in mathematics. Reston, VA: NCTM.
Nelsen, R. (1993). Proofs without words. Washington, D.C.: MAA.
Pehkonen, E. (1997). The state-of-the-art in mathematical creativity. ZDM, 29(3), 63–67.
Pitta-Pantazi, D., Sophocleous, P., & Christou, C. (2013). Spatial visualizers, object visualizers and verbalizers: Their mathematical creative abilities. ZDM, 45(2), 199–213.
Polya, G. (1945). How to solve it. Princeton, NJ: Princeton University Press.
Presmeg, N. (1986). Visualization in high school mathematics. For the Learning of Mathematics, 6(3), 42–46.
Presmeg, N. (1999). Las posibilidades y peligros del pensamiento basado en imágenes en la resolución de problemas. Suma, 32, 17–22.
Presmeg, N. (2006). Research on visualization in learning and teaching mathematics. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 205–235). Rotterdam, The Netherlands: Sense Publishers.
Presmeg, N. (2014). Creative advantages of visual solutions to some non-routine mathematical problems. In S. Carreira, N. Amado, K. Jones, & H. Jacinto (Eds.), Proceedings of the Problem@Web International Conference: Technology, Creativity and Affect in Mathematical Problem Solving (pp. 156–167). Faro, Portugal: Universidade do Algarve.
Rivera, F. (2011). Toward a visually-oriented school mathematics curriculum: Research, theory, practice, and issues. Dordrecht, Netherlands: Springer.
Schmitz, A., & Eichler, A. (2015). Teachers’ individual beliefs about the roles of visualization in classroom. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1266–1272). Prague, Czech Republic.
Schoenfeld, A. (1985). Mathematical problem solving. New York: Academic Press.
Silver, E. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM, 29(3), 75–80.
Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3, 268–275.
Stylianides, G., & Silver, E. (2009). Reasoning-and-proving in school mathematics: The case of pattern identification. In D. Stylianou, M. Blanton, & E. Knuth (Eds.), Teaching and learning proof across the grades - a K–16 perspective (pp. 235–248). New York: Routledge and Reston.
Stylianou, D., & Silver, E. (2004). The role of visual representations in advanced mathematical problem solving: An examination of expert-novice similarities and differences. Mathematical Thinking and Learning, 6(4), 353–387.
Vale, I., Barbosa, A., & Pimentel, T. (2014). Teaching and learning mathematics for creativity through challenging tasks. In S. Carreira, N. Amado, K. Jones, & H. Jacinto (Eds.), Proceedings of the Problem@Web International Conference: Technology, Creativity and Affect in mathematical problem solving (pp. 335–336). Faro, Portugal: Universidade do Algarve.
Vale, I., & Pimentel, T. (2004). Resolução de Problemas. In P. Palhares (Coord.), Elementos da Matemática para professores do Ensino Básico (pp. 7–52). Lisboa, Portugal: Lidel.
Vale, I., & Pimentel, T. (2011). Mathematical challenging tasks in elementary grades. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the seventh congress of the European Society for Research in Mathematics Education (pp. 1154–1164). Rzeszow, Poland: ERME.
Vale, I., Pimentel, T., Cabrita, I., Barbosa, A., & Fonseca, L. (2012). Pattern problem solving tasks as a mean to foster creativity in mathematics. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 171–178). Taipei, Taiwan: PME.
Wertheimer, M. (1959). Productive thinking. New York: Harper & Row.
Whitley, W. (2004). Visualization in mathematics: Claims and questions towards a research program. Retrieved February, 2015 from http://www.math.yorku.ca/~whiteley/ Visualization.pdf.
Yerushalmy, M., & Chazan, D. (1990). Overcoming visual obstacles with the aid of the supposer. Educational Studies in Mathematics, 21, 199–219.
Zimmermann, W., & Cunningham, S. (1991). Visualization in teaching and learning mathematics. Washington, DC: Mathematical Association of America.
Zodik, I., & Zaslavsky, O. (2007). Is a visual example in geometry always helpful? In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 265–272). Seoul, South Korea: PME.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Vale, I., Pimentel, T., Barbosa, A. (2018). The Power of Seeing in Problem Solving and Creativity: An Issue Under Discussion. In: Amado, N., Carreira, S., Jones, K. (eds) Broadening the Scope of Research on Mathematical Problem Solving. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-99861-9_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-99861-9_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-99860-2
Online ISBN: 978-3-319-99861-9
eBook Packages: EducationEducation (R0)