[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588171-105":59,"doc-detail-588171-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","visual-reasoning-in-mathematics-education-a-conceptual-framework-proposal","VISUAL REASONING IN MATHEMATICS EDUCATION - A CONCEPTUAL FRAMEWORK PROPOSAL","","Reasoning is treated as a foundational process skill in mathematics teaching, with multiple reasoning types discussed across the literature. This study centers on visual reasoning and aims to propose a conceptual framework defining what visual reasoning is and identifying its components. The framework consists of three components: visual representation using, visualization, and the transition to mathematical thinking. It clarifies distinctions between visual reasoning and visualization, explains where visualization occurs within visual reasoning, and specifies how visual reasoning relates to mathematical thinking.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/visual-reasoning-in-mathematics-education-a-conceptual-framework-proposal/588171/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/visual-reasoning-in-mathematics-education-a-conceptual-framework-proposal/588171.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To propose a conceptual framework that defines visual reasoning and identifies its components.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the three components of the proposed conceptual framework?",{"text":117,"@type":113},"Visual representation using, visualization, and transition to mathematical thinking.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the framework distinguish visual reasoning from visualization?",{"text":121,"@type":113},"It makes a clear distinction between the two concepts and explains how visualization fits within visual reasoning rather than treating them as the same idea.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588171,1792251531,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","VISUAL REASONING IN MATHEMATICS EDUCATION: A CONCEPTUAL FRAMEWORK PROPOSAL  \nMehmet Ertürk GEÇİCİ, ElifTÜRNÜKLÜ  \nAbstract: Reasoning is handled as a basic process skill in mathematics teaching. When the literature was examined, it was seen that many types of reasoning related to mathematics education were mentioned. In the present study, it was focused on visual reasoning, which is one of the types of reasoning and also used in different research areas. The purpose of the study was to propose a conceptual framework for what visual reasoning is and what its components are. The conceptual framework constructed consists of three components as visual representation using, visualization , and transition to mathematical thinking. In this framework, a clear distinction was made between the concepts of visual reasoning and visualization, which are thought to be intertwined with eachother in the literature. At the same time, we tried to explain where visualization will take place in visual reasoning. Additionally, how visual reasoning will relate to mathematical thinking also distinguishes the framework from other frameworks.  \nKey words: mathematical thinking, visualization, visual reasoning, visual representation.  \n1. Introduction  \nAlthough the aim of teaching mathematics in primary education is not to teach a deep knowledge of mathematics, it can be said that creating a basis for people to gain mathematical thinking skills. According to Nunes (2014), in order to think mathematically, people must learn to represent concepts such as quantities, relationships, and areas, using numbers and other mathematical tools such as algebra, graphs, and calculators that are common in today ’s society. National Council of Teachers of Mathematics [NCTM] (2000) emphasized that the need to understand and use mathematics for the changing world conditions is very important and this need will increase gradually. It is also stated that mathematical thinking and problem solving are needed more in many fields of professions.  \nStacey (2006) also emphasized that mathematical thinking, which is inevitably used in the solution of real life problems, has an important place in mathematics education and therefore is among the important aims of mathematics education. Similarly, Alkan and Bukova-Güzel (2005) stated that they use mathematical thinking in analyzing the events and phenomenon that people encounter at every stage of their lives, whether consciously or not. In short, learning mathematics is much more than learning some basic concepts and gaining operational skills. The important thing in mathematics education is to provide an individual to think mathematically in order to adapt to life.  \nLiu (2003, p. 417) defined mathematical thinking as “a combination of guessing, induction, deduction, specification, generalization, analogy, formal and informal reasoning, verification, and similar complex processes”. Based on Liu’s (2003) definition, reasoning can be said to be an important process for mathematical thinking. Artz and Yaloz-Femia (1999), who consider reasoning as a part of mathematical thinking, stated that reasoning involves attaining valid conclusions and generalizations. Lithner (2000) defines the term reasoning as a way of thinking that is adopted to make assumptions and reach conclusions. Since reasoning is important, NCTM (2000) also has considered reasoning as a basic process skill in mathematics teaching. To improve students’ learning, it is necessary to understand the developmental state of their thinking and reasoning (Cai, 2003) .  \nReasoning can be considered as the process of obtaining new information using the idiosyncratic tools of mathematics (symbols, definitions, relations, and so on.) and thinking techniques (induction, deduction, comparison, generalization, and so on.) based on the information available (Ministry of National Education [MoNE], 2013, p. 5) . According to Ball and Bass (2003), reasoning is the process of thinking ba","cbCaidjK6NdgTiIw","https://ap.wps.com/l/cbCaidjK6NdgTiIw","pdf",336216,12,"English","# Introduction\n## Literature review","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To propose a conceptual framework that defines visual reasoning and identifies its components.\"},{\"question\":\"What are the three components of the proposed conceptual framework?\",\"answer\":\"Visual representation using, visualization, and transition to mathematical thinking.\"},{\"question\":\"How does the framework distinguish visual reasoning from visualization?\",\"answer\":\"It makes a clear distinction between the two concepts and explains how visualization fits within visual reasoning rather than treating them as the same idea.\"}]","VISUAL REASONING IN MATHEMATICS EDUCATION - A CONCEPTUAL FRAMEWORK PROPOSAL | PDF",1792064681]