外文翻譯---視覺-空間表征的類型和數(shù)學問題解決

1、外文文獻資料 外文文獻資料Journal of Educational Psychology, 1999, 91, 4, 684-689.Types of Visual-Spatial Representations and Mathematical Problem SolvingMary Hegarty and Maria KozhevnikovUniversity of California, Santa BarbaraAlthou

2、gh visual-spatial representations are used extensively in mathematics and spatial ability is highly correlated with success in mathematics education, research to date has not demonstrated a clear relationship between use

3、 of visual-spatial representations and success in mathematical problem solving. The authors distinguished 2 types of visual-spatial representations: schematic representations that encode the spatial relations described i

4、n a problem and pictorial representations that encode the visual appearance of the objects described in the problem. Participants solved mathematical problems and reported on their solution strategies. The authors were a

5、ble to reliably classify their visual-spatial representations as primarily schematic or primarily pictorial. Use of schematic spatial representations was associated with success in mathematical problem solving, whereas u

6、se of pictorial representations was negatively correlated with success. Use of schematic representations was also significantly correlated with one measure of spatial ability. The research therefore helps clarify the rel

7、ationship between visual imagery, spatial ability, and mathematical problem solving.Visual imagery refers to the ability to form mental representations of the appearance of objects and to manipulate these representations

8、 in the mind (Kosslyn, 1995). Most researchers agree that such visual representations are important in mathematics education because they enhance an intuitive view and an understanding in many areas of mathematics (e.g.,

9、 Krutetskii, 1976; Usiskin, 1987). There is a significant Lean (b) pattern imagery (pure relationships depicted in a visual-spatial scheme); (c) kinesthetic imagery, which involves hand movement and other gestures; (d)

10、dynamic imagery, which involves dynamic transformations of geometric figures; and (e) memory of formulas, wherein visualizers typically imagine a formula written on a blackboard or in their notebooks.Presmeg (1986a, 1986

11、b, 1992) argued that the use of concrete pictorial imagery may focus the reasoning on irrelevant details that take the problem solver's attention from the main elements in the original problem representation, whereas

12、 other kinds of imagery may play a more positive role. Presmeg ascribed the most essential role in mathematical problem solving to pattern imagery, in which concrete details are disregarded and pure relationships are dep