1. How can visualisation be harnassed to promote mathematical abstraction and generalization.
Daniel F JUnius

2. Theoretical Framework
Visualization in Mathematical learning could be described as the ability of the brain to create a mental image of a variety of mathematical concepts/entities, including plane /two-dimensional diagrams with its manipulation and various dimensions, numerical series, algebraic manipulation DIAGRAMS, colours/pictures and algorithms, as an aid to solve mathematical problems. (work In Progress )

3. Constructivism Visualisation Strands of learning Radical
How the brain organizes
information about abstract concepts,
In Algebra.

4. RESEARCH PROCESS The human brain has several “regions”
Identify
Topics
Of concern
INTERVENTION
Develop applets with teachers.
Community of Practise:
Train teachers Geogebra
Find together areas that have
similar outcomes.
TRAIN Learners Geogebra?
(INTERVENTION)
IDENTIFY the successful/not sucessful features.
Develop learner applets (OBSERVE).
TEST APPLETS within larger areas.
The human brain has several “regions”
that do specific kinds for spatial understanding of abstract concepts.

5. Research Questions to be answered:
Can abstract Algebraic concepts be taught through visualisation?
Will visualisation enhances conceptual understanding and generelisation?
Will abstraction through visualisation lead towards a productive disposition towards learning mathematics in learners?

6. Scientific conclusion : The human brain has a number
of separate, independent structures
that help us organize abstract information
Important take home message
for educators/administrators:
There are significant individual differences
In student inclination and ability to use
different modes of spatial thinking.