Problem solving in mathematics: the significance of visualisation and related working memory |
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| Authors: | Jill Carden Tony Cline |
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| Institution: | 1. Private Practice, London, UK;2. Educational Psychology Group, University College London, London, UK |
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| Abstract: | The importance of educational psychologists’ (EPs’) skills to the formulation of evidence-based educational strategies, as well as in response to learning difficulties, is demonstrated here in relation to mathematical problem solving. Initiatives to improve the link between mathematical skills from school to everyday life have drawn significantly on problem solving tasks. Through critical evaluation of research, the relevance of visualisation methods and working memory to problem solving is considered within this article. Studies suggest that differences exist in the effectiveness of particular visualisation methods, but that training can improve their utility and thereby problem solving performance. Additionally, differences between individuals and contexts can influence visualisation use, and some pupils experience specific difficulties in this area. Recommendations are made to enhance the teaching of visualisation as a strategy for problem solving, and to support those pupils with specific difficulties. |
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| Keywords: | mathematics visualisation problem solving working memory schematic |
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