UNIVERSITY OF THE PHILIPPINES – CEBU

College of Social Sciences

Master of Education Program
S.Y. 2019 – 2020

Arela Jane D. Tumulak M.Ed Mathematics February 1, 2020 EDSC 221 (1:00 PM – 5:00 PM)

REACTION PAPER FOR THE MONTH OF JANUARY

Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning
Jo Boaler*, Lang Chen, Cathy Williams and Montserrat Cordero
Stanford Graduate School of Education & Stanford Cognitive & Neuroscience Lab, Stanford University, USA

When teaching on counting numbers, teachers start by either using flash cards with pictures representing these numbers or using fingers in
recognizing the value of a number. Even in teaching the four basic operations, we started learning it by counting through our fingers. There is even a
technique on how to multiply one-digit numbers greater than 4. This kind of teaching style is evident to be effective to students. We, Filipinos are
witnesses of how these techniques have been implemented through the years and are held useful as we were growing. These techniques are evidences
of how significant visual and concrete learning is in Mathematics. As educators, we are trained to start the lesson by presenting real-life scenarios and
representations of concepts in Mathematics. This style of using fingers, is deemed to be only appropriate when used by learners in the lower grade
levels or when learning low levels of Math. However, this study is inspired by a child who was discouraged because she was hindered to use her fingers
in learning Mathematics. Hence, the problem of the study: if finger utilization was taught primarily at first, is it useless and should it be abandoned as
the child grows and approach higher levels of Math?
The action of the teacher did not only prevent the student from her mathematical development but it could also damage her self-confidence
and appreciation towards Mathematics. It is with great disappointment that I have discriminated my high school students who were using fingers to
skip count in order for them to multiply numbers. We were taught multiplication by memorizing the multiplication table from 1 – 10 or we even
managed to include 11 – 12. The teaching process that we have undergone was effective for us, that we tend to neglect the learning needs of today’s
students. These kind of discriminating the students is a ways hindering them of their learning freedom. Teachers have always believed that a child is
highly developed in Mathematics if he/she solves problems quickly. People think that a person is Mathematically intelligent if one uses less paper and
less solutions.
This study breaks down the stigma among Mathematics educators and even other people that counting fingers, a visual learning style should
only for lower grade level students or for lower level of Mathematics only. It is said that the nature of Mathematics starts from visual representations
and should develop into purely abstract and highly theoretical manner. However, the study rescinds the misconception that exists about this nature of
mathematics. Maryam Mirzakhani, one of the most important Mathematician of our time, works on Mathematicians visually that she uses her kitchen
table to sketch and draw her ideas. Maryam Mirzakhani was cited in the authors’ website named youcubed.org as one of the examples of notable
Mathematicians who uses visual mathematics at higher levels of Math. There have been also other notable examples of effective use of visual
mathematics. Singaporean Mathematics makes use of boxes and other shapes to introduce and solve word problems in algebra. It is globally known
that Singapore is a prominent country when it comes to Mathematics education. Their way of teaching algebra is far different from how Filipino
Mathematics educators do it but Singaporean’s understanding of this area has been distinguished worldwide.
Visual learning style is one of the three basic learning styles in which how an individual operates his/her learning process. Visual learners
make use of graphic organizers, concept maps and outlines to help them acquire knowledge. Notable psychologist, Jean Piaget (1936) on his theory on
the cognitive development of human, stated that the mental processes of a human start with concrete and develop into abstract. The early stages of
human in this theory specifically the sensorimotor stage and preoperational stage can easily acquire knowledge by seeing, touching and doing. In any
areas of life in these stages, individuals, which include every one of us, start learning things tangibly. Mathematics, as a highly abstract subject, visual
and concrete learning is important in teaching the basic concepts of Mathematics.
Visual mathematics as proposed by the researchers is anchored with science. The study claims that using visual representations and
manipulatives when learning Mathematics can develop not only our learning but also our brain. When students utilize their sense of sight and touch,
areas of the brain light up and communicate with each other. Each area of the brain has specific functions and when these areas work and communicate
together, there is an increased interaction and connection between visual representations and symbolic forms within the brain. The interaction of body
and mind also helps in increasing the learning capacity of the students. This is called embodied cognition. The simultaneous use of body and mind
create meaningful memories that a person can access what he/she experienced because of the actions used and felt when one has experienced it firsthand.
When a child is using their fingers, his brain is continuously processing and imprinting what he has understood. The action of fingers is now going to
be imprinted in his brain that he could access the knowledge acquired even if fingers have not been used already. He can picture out the use of fingers
even without doing the action itself because it has already been imprinted in his brain.
Mathematics educators have long been using visual representations and manipulatives in teaching Math. Teachers have used this as an
introduction or prelude to the actual concept ought to be taught. The study suggests that visual Mathematics is not only limited as a mere introduction.
This teaching style’s end is not only to start or introduce a concept rather it should be used throughout the lesson proper. Visual Mathematics
revolutionizes the traditional accustomed style of teaching Math. Through the use of pictures and other visual representations, it does not only develop
students’ logical skills but also nurture students’ creativity in processing and attacking Math concepts. It might be quite funny when students are seen
to be sketching and drawing in finding solutions to problems in Mathematics but as these students continue to utilize their visual/spatial skills in
Mathematics, it creates a deeper understanding in Math within them. This approach helps students see Mathematics in a more visual manner. It helps
students see the practicality and comfort of Mathematics that some teachers have failed to impart to students.
This research about Visual Mathematics give inspiration to students who are discouraged and are labeled as “stupid”. In a video on the
website, students were asked for some insights regarding the activities and they said they have become more motivated. They see themselves as able
to learn Mathematics. Teachers give a specific process in solving a problem and students are supposed to follow this process. Students find this as too
rigid and feel depressed when the certain process is not tracked. Through visual mathematics, students are given freedom on how are they going to
answer the problem. One example of which was how different students multiply 18 and 5 using boxes. Mathematics needs precise thinking and precise
process but with creativity, flexibility, openness and visualization, Mathematics become alive. Excitement among students are increased and this
increase their enthusiasm to learn. The suggested activities of Youcubed as proposed by the researches also bring light to new strategies and approaches
to the teachers. It is sometimes disappointing for teachers to see students who slowly lose interest in learning mathematics. The suggested activities do
not only bring enjoyment to students but also give pleasure to teachers who are implementing it especially if students are seen enjoying the activities.
Also, when using these activities, appropriate planning is highly needed to properly realize the activity.
The study anchors Visual Mathematics activities as suggested by the researchers. Since the author Jo offers free resources in YouCubed, it
would be fitting that teachers around the world will know the fruit of visual mathematics. Students will be able to apply their creativity in these activities
in their daily lives. Learning will not be a competition and speed will not the be a measure of intelligence in Mathematics.