Availability of Resources, Mathematics Teachers� Knowledge, and Attitude Towards Mathematics Visualization as Predictors of the Development of Students' Visualization in Mathematics

• Main Authors: M. Atnafu, D. Zergaw
• Format: Article
• Language: Bulgarian
• Published: University of Sofia 2020-12-01
• Series: Bulgarian Journal of Science and Education Policy
• Subjects: visualization; knowledge; attitude; resource; mathematics
• Online Access: http://bjsep.org/getfile.php?id=319

The purpose of this study was to assess the contributions of availability of resources, Mathematics teachers' knowledge, and attitude towards teaching Mathematics using visualization techniques to developing students' visualization of Mathematics. The study used survey design with quantitative research method, and the instrument was a Likert scale questionnaire. Data were analysed employing mean, standard deviation, correlation, and multiple regression.183 teachers were selected using stratified random sampling from different Mathematics programs. Results indicated that Mathematics teachers suffered from shortage of resources to implement visualization techniques in teaching Mathematics. The knowledge teachers had to use Mathematics visualization techniques was below the expected level. Their attitude towards teaching Mathematics using visualization techniques, usefulness of Mathematics visualization techniques; and enjoying using Mathematics visualization techniques in teaching Mathematics were positive and above the expected level. However, their confidence in applying Mathematics visualization techniques in teaching Mathematics was below the expected level. The frequency of practice of Mathematics teachers to develop students' visualization in Mathematics was below the expected which means it was not implemented adequately. The availability of resources for using mathematical visualization techniques was the most dominant predictor variable for developing students' mathematical visualization. The next significant predictor was Mathematics teachers' knowledge to use Mathematics visualization techniques. However, Mathematics teachers' attitude towards using Mathematics visualization techniques contributed insignificantly to the variation in the development of students' Mathematics visualization abilities. Based on the outcomes of the study, it was recommended that schools should provide Mathematics visualization resources and training should be given to teachers on how to apply Mathematics visualization techniques. Besides, curriculum and textbooks should be designed in ways that facilitate the application of visualization in the teaching-learning of Mathematics.