Visualization plays a vital role in every living organism. Jain, (2004) there is famous Chinese proverbs "one sighted is worth, a hundred words" it is fact that we take knowledge through our intellects. So it means that the use of visual aids make teaching learning process more effective. As Kishore(2003) said "visual aids stimulated thinking and cognize". The use of visual aids in teaching learning process has multifarious values (Mohanty, 2001). Visualization objects plausibly can be used to assist in the interpretation of mathematical problems, to show how quantities change over time, and to show relationships between one mathematical concept and another related one. Some of the most familiar mathematics diagrams are used in the study of geometry. The geometrical diagram is an unusual thing in that it is not an abstraction of an experienced object.
THREE DIMENSIONAL GEOMETRY
The word GEOMETRY is derived from two Greek words Geo meaning Earth or land and METRON meaning measurement. When these two words are combined, a compound word Geometron is form, which means measurement of the land or earth. Generally, Geometry is a branch of mathematics that concerned with questions of shape, size, relative position of figures, and the properties of space. A mathematician who works in the field of Geometry is called geometer. Geometry arose independently I. A number of early cultures as a body of practical knowledge concerning lengths, areas, and volumes, with elements of formal mathematical science.
Visualizations and Mathematics
The question of whether visualizations help develop mathematical concepts has an ambiguous, and oftentimes contradicting, response. Article reviewed focusing on visualizations in mathematics classrooms, with the majority focused on algebra/Geometry, calculus followed by general mathematics. Two central issues arose (1) a theoretical issue over the function of visualization object as mathematical entities and (2) a practical issue over the effectiveness of visualization objects in learning and in doing mathematics.
Challenge To Mathematics Instruction
The reasoning skills that students develop in their visualization process of geometrical object allow them to investigate geometric problems of increasing complexity and to study geometric properties. As a students move from one class to another, students develop clarity and precision in describing the properties of Geometric objects and then classifying them by this properties into categories such as Rectangle, triangle, pyramid or prism. Students can develop knowledge about how Geometric shapes are related to one another and begin to articulate Geometric arguments about the properties of these shapes.
Conclusion
The usefulness of visualizations is tied to the goals of mathematics instruction. If the goal is analytic proficiency then it seems visualization may interfere with the learner(s) understanding. As well, visualizations seem to work differently for more and less gifted students or for older and younger students, although the trends appear unclear. The usefulness of visualization object mathematics seems to have much to do with a match between the activity and the desired outcome.
Finally, there appear to be important concepts that cannot be visually clarified and great disputes over whether visualizations have any place at all.
Recommendation
"Displays need to address the goal of the tasks". It is crucial that teachers and the students visualization of object match the most important features of the mathematics instruction.
A mismatch is likely to lead to confusion.
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