How Visual Imagery Contributed to College - A Case of How Visual Imagery Contributes to a College Algebra Student’s Understanding of the Concept of Function in the United States

Oct 15, 2026

Uploaded by Rizky

This investigation used a qualitative case study method to examine how visual thinking supports college algebra learning. Seventy-one College Algebra students completed a mathematical processing instrument measuring preference for visual thinking. Two students were purposively selected for semesterd-long tasks featuring different function types: linear, quadratic, absolute value, and exponential functions. Task-based, videotaped interviews and follow-up interviews explored learners’ responses and how visual mathematical learning (VL) related to understanding, including translating components described in prior work.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Introduction

Learning environments and algebra apprehension

Algebra concepts from middle school to college

Learning styles and visual learners

Visualizers and non-visualizers

Research question and cognitive framework

Lane, R. (2011). How Visual Imagery Contributed to College: A Case of How Visual Imagery Contributes to a College Algebra Student’s Understanding of the Concept of Function in the United States. Adults Learning Mathematics: An International Journal, 6(2), 8-31 How Visual Imagery Contributed to College: A Case of How Visual Imagery Contributes to a College Algebra Student’s Understanding of the Concept of Function in the United States Rebekah M. Lane Florida A & M University, Tallahassee [rebekah.lane@famu.edu](rebekah.lane@famu.edu) Abstract This investigation utilized the qualitative case study method. Seventy-one College Algebra students were given a mathematical processing instrument. This testing device measured a student’s preference for visual thinking. Two students were purposefully selected using the instrument. The visual mathematical learner (VL) was discussed in this article. VL was presented with mathematical tasks to complete over the course of a semester. Each task was given to the student individually. In order to thoroughly understand VL’s responses, taskbased interviews were conducted and videotaped. In addition, the student was interviewed based on her response to the mathematical tasks. The tasks captured different types of mathematical functions. These included linear, quadratic, absolute value, and exponential functions. As patterns emerged from the data, the researcher called them categories. Several emerging categories were examined in the article. Also, O’Callaghan’s (1998) translating component was present during the completion of linear, quadratic, absolute value, and exponential functions. Introduction “Algebra, whether at middle school level, high school level, or college level often strikes fear in the hearts of students. Generation after generation have passed down the opinion that algebra is not only difficult, but perhaps also boring”(Stephens & Konvalina, 1999, p. 483) . In fact after teaching mathematics courses on the university level, the researcher has found the previous quote to be true for many students. How can anyone learn College Algebra or anyother type of mathematics when one starts out afraid of it? This is one of the many obstacles that the researcher attempts to overcome each semester with students. One way to try to overcome the fear of algebra is by establishing a learning environment in one’s classroom where the students feel free to ask questions and share their opinions about mathematics, i.e., an algebra friendly learning community. This type of community of mathematical learners develops and grows throughout the semester. In general, students are introduced to algebraic concepts in middle school and highschool. “Some of the mathematical objects that are met for the first time in algebra are expressions, equations with unknowns, functions and variables, and monomials and polynomials” (Kieran, 1990, p. 99) . Subsequently, students are expected to master the techniques of the course in college at a faster rate. Typically, Algebra I and Algebra II that are 8 Adults Learning Mathematics – An International Journal taken for two years in high school become College Algebra at a higher education institution.(Some students enroll in Algebra I in middle school.) College Algebra is offered for one semester at a community college or university. Algebra is seen as an abstract subject to most of the students that I have taught. According to Fey (1992), “many students do not become proficient in the skills of algebra…[and] very few students acquire the understanding of algebraic ideas and methods that is required to reason effectively with symbolic expressions”(p. 1) . Furthermore, students learn at various rates and in different ways. For instance, some people are visual learners (Gardner, 1983) . Others possess a kinesthetic learning style. Some students are tactile learners. Many students are auditory learners. Presmeg (1986a) defines visualizers as being “…ind

FAQs

What research method and participant group were used in the study?

The study used a qualitative case study method. Seventy-one College Algebra students completed an instrument, and two students were purposively selected for deeper analysis.

How did the researchers investigate visual mathematical learning (VL)?

VL was examined through semester-long mathematical tasks completed individually, followed by task-based videotaped interviews and additional interviews based on task responses.

Which types of functions were included in the mathematical tasks?

The tasks included linear, quadratic, absolute value, and exponential functions.

Oct 15, 2026

Uploaded by Rizky