ICME 12 in Seoul, TSG 16 : Visualization in the teaching and learning...

Aims
The aim of TSG 16 at ICME-12 is to gather educators -educational researchers, instructional material developers, designers of technological learning environments, mathematics teachers and teacher educators -for the exchange of ideas related to visualization being a critical aspect of mathematical understanding.
We view technology as inspiring and driving visualization in mathematics education. Thus, research and development regarding innovations with technology that allow us to visualize things that in the past have not been easy to visualize, will be a major theme of the group.
The focal topics will include:

• Semiotics and the significance of signs
  From images to diagrams and graphs: Epistemological questions and classroom interactions related
  to the use of semiotics and the significance of signs in learning mathematics related to:
  - classroom interaction using visible signs
  - transformations between (visible) sign systems
  - semiotic perspectives within mathematics teacher education
  - production of meaning when learning mathematics with visual signs
  - inventing and generalizing with visual signs
• Visualization being the focus of innovative Learning & Teaching materials
  Digital mathematics textbooks are now turning to be a major channel for visual engagement and interaction. Instructional materials integrate interactive diagrams, interactive visual examples and visual demonstrations. Animations are used in service of learning to teach math and new modes of visual communication are being implemented in Mobile Learning.In an attempt to understand the challenges driven by the above and other similar examples our discussion will look at issues such as:
  - Innovative visualization tools for teaching
  - Design of activities and tasks that are based on interactive visual examples
  - Patterns of reading, using and solving with interactive linked multiple representations
  - Roles of Diagrams, animations and video as instructional tools with new technologies
• Visualization as understood by Cognitive &Neuro-cognitive studies
  Mathematics education research is recently implementing quantitative and qualitative methods of educational Neuroscience. We will focus on:
  - methods that link mathematics education research with neuro-cognitive studies
  - brain topography associated with visual mathematical thinking
  - neuro-cognitive studies related to the transition between visual and symbolic representations and it's
  didactic implications