Alihodzic, Belma and Atanasova-Pacemska, Tatjana and Nesimovic, Sanela
(2024)
*Attitudes of high school students towards visualization of
mathematical content.*
International Electronic Journal of Mathematics Education, 19 (2).
ISSN 1306-3030

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## Abstract

Teaching is a process for which its plan should contain reflection onto previous experience. With that in mind,

teaching situations should be continuously researched and improved in accordance with the research results. Led

by this thought and the fact that students are uncritically using visualization to solve mathematical problems, we

defined the aim of this research–determine the attitude of students about the visualization of mathematical

content (VMC). The subject of this research are the attitudes of students towards VMC. By analyzing our research

subject, we have discovered the research problem–students use visual aid to solve problems uncritically. Based

on this problem, we have set the aim of our research. Our aim was to determine the students’ attitudes (and their

opinions) about VMC. Based on the aim of our research, we have set four research tasks. Based on these research

tasks, we have established the main (leading) research question–What is the attitude of high school students

towards the application of VMC? We divided the main research question into five questions: Do high school

students consider that they understand the term ‘VMC’? Who considers they use more methods of solving

mathematical problems using visual aid–high school male students or female students? Students of which grades

consider that they use solving problems using visual aid more? What is the attitude of high school students about

the relationship between the substantiality of the picture (the amount of data it encompasses) and the difficulty

of solving the problem? What is the attitude of students about the use of software to solve mathematical

problems? The research has been conducted with 1,240 high school students from Sarajevo, Bosnia &

Herzegovina. For the purposes of this article, we employed a survey, questionnaire-based research. The research

was created as part of a larger study conducted in the context of preparing a doctoral dissertation related to VMC.

It is one fundamental research. An essential aspect of this research involves students’ attitudes toward VMC. After

obtaining all necessary approvals from relevant institutions and parents, students proceeded to testing and

surveying in their school classrooms, under the supervision of designated individuals who facilitated the conduct

of the research. The distribution of the data was not normal, so we used the Pearson Chi-square, likelihood ratio

Chi-square, and linear-by-linear association test to examine the association between student attitudes and

categorical variables (gender and grade). In addition, we used frequencies and percentages. It has been concluded

that the students are mostly positive towards applying visualization in their process of solving mathematical

problems and these should be used in the direction of improving the students’ success, their confidence and their

level of contentment in their mathematics class, as well as in other life situations that encompass mathematical

content. In future research, it could be examined why students expressed such attitudes about the presented

situations. Additionally, it would be significant to explore why students do not consider themselves successful in

applying VMC, despite claiming to understand the term. The analysis could extend to the content presented in

textbooks or instructional materials students use–how visualized the content is or whether students are required

to visualize it themselves. It would also be worthwhile to investigate the extent to which teachers encourage

students to visualize specific tasks or do so on their behalf. Given the fluctuation in results (we observe affirmative

answers–partially or completely) observed across grades–initial decrease, subsequent increase, followed by

another decrease–it might be explored whether this is related to the curriculum taught in each grade (such as

content, volume, number of class hours, etc.). Regarding images leading to incorrect conclusions, it would be

interesting to investigate the types of images students have in mind, how frequently they encounter such

situations, where they use these images, who creates them, and similar aspects. These are just some questions for

future research.

Item Type: | Article |
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Impact Factor Value: | 0.6 |

Subjects: | Natural sciences > Matematics |

Divisions: | Faculty of Computer Science |

Depositing User: | Tatjana A. Pacemska |

Date Deposited: | 21 Feb 2024 10:15 |

Last Modified: | 21 Feb 2024 10:15 |

URI: | https://eprints.ugd.edu.mk/id/eprint/33743 |

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