Uses spatial visualization to make connections among Zeno's paradox, geometry, fractions, infinite series, and limits. (YDS)

Helps students develop new insights into mathematical relationships through alternative representations. Examines patterns, symbolic, and functions approaches. (Contains 11 references.) (YDS)

The study with 34 gifted fifth-grade students found that a concrete sequential approach to developing visual literacy was more effective than an abstract visualization approach. Subjects either received guided visualization or direct instruction on such art concepts as shape, form, line, color, perspective, variety, and unity. (DB)

The study, involving 39 intermediate-grade disabled readers, found that visualization instruction plus pictorial display, in which subjects were instructed to make pictures in their minds and were shown a pictorial display that illustrated the temporal-spatial sequence of the reading text, was particularly effective in facilitating subjects'…

Explores the role of spatial orientation skill in the solution of mathematics problems. Reports the role of estimating the approximate magnitude of a figure; demonstrating the flexibility to change; adding marks to show relationships; moving or assessing the size and shape of figure; and getting the correct answer. (YP)

Describes seven spatial abilities related to mathematics including eye-motor coordination, figure-ground perception, perceptual constancy, position-in-space perception, perception of spatial relationships, visual discrimination, and visual memory. Discusses the relationship of the spatial abilities to the study of geometry. Lists 19 references.…

Eleven professionals participated in a weekend workshop called "Planned Spontaneity." Using techniques of group mental imagery, the group focused on ways of empowering individuals in educational settings to increase their use of creative mental capacities. The group agenda, activities, process, and resulting product are described. (JW)

Several experiments were undertaken with a total of 111 undergraduates. Subjects attempted to imagine how three-dimensional novel wire objects would appear from viewpoints other than that of the subject. Subjects were unable to perform this task without making use of strategies that circumvent the process of visualization. (TJH)

Tests a theoretical model of hemispheric brain activity which attempts to explain the relation between visual ability and verbal written compositions. Concludes that the model which indicates that synthesis is a right brain activity and that visualizing activity can assist synthesis is supported for right-handed students. (RS)

Presents a conservative approach to critical thinking instruction, which involves introducing a few tools, reinforcing them, and applying them to mastery of a specific course content. Uses the technique of visualization as an example, exploring ways of teaching students to use the technique and ways of assessing it. (MAB)

Outlining, making data tables, and sequencing events are commonly used for teaching specific topics in science but not as general learning tools. Discusses how the teaching and application of these visual representation techniques helps students realize their usefulness as learning tools and to learn more efficiently. (LZ)

Six types of remedial projection slide programs were tested on male students (n=120) who showed difficulty in visualizing rotation from molecular diagrams. There were no significant differences in improvement of understanding which were dependent on the number of remedial diagrams. However, when slides contained multicolored diagrams, which were…

Explores the use of visualization to enhance the information retrieval process, particularly in bibliographic retrieval systems. Topics discussed include document retrieval systems; human visualization; the VIBE (VIsualization by Example) system, a prototype system for visualizing a collection of documents; and differences between VIBE and more…

Children and adults were more likely to claim a word was presented as a picture than vice versa. Results indicated the absence of developmental differences in reality monitoring and similarity in representational processes of children and adults. (BC)

Describes virtual realities as environments in which visual, aural, or other stimuli generate in the mind of the user a sense of navigable, frameless, three-dimensional space, and predicts that the availability of computer technology to create real-time, three-dimensional graphics will bring radical changes in the educational use of visualization…