Visual and Symbolic Reasoning in Mathematics: Making Connections With Computers?

Abstract

In this article, we analyze the visual and symbolic strategies developed by students to express generalizations of number patterns and the connections they make between them. By analysis of a series of case studies, we compare the approaches adopted by students working through parallel task sequences, which integrate different computer tools in different ways. Finally, we make suggestions as to how students might be encouraged to exploit visual reasoning alongside the symbolic and draw out implications for curriculum design.

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