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Graphics-Based Strategy Improves Visual Thinking and Problem-Solving in Geometry |
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PP: 1077-1090 |
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doi:10.18576/amis/200417
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Author(s) |
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Essa Melfi Aldosari,
Mohammad A. Tashtoush,
Amin M. Elfeky,
Mohamad A. Khasawneh,
Mohamed Sayed Abdellatif,
Sherif Ahmed Ibrahim,
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Abstract |
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| Geometry is an important applied domain of mathematics in which effective Problem Solving requires the integration of spatial relationships, geometric properties, symbolic information, and structured representations. This study investigates the application of a structured graphics-based strategy to mathematical information processing, visual-spatial reasoning, and Geometry Problem Solving among eighth-grade students with learning disabilities. Using an intact-group quasi-experimental design, 40 students enrolled in resource-room mathematics classes in Irbid, Jordan, were assigned to either a graphics-based instructional condition (n=20) or a conventional mathematics instruction condition (n=20). Over six weeks, the experimental group participated in 18 geometry lessons incorporating graphic organizers, diagrams, visual models, and structured representations of mathematical problem-solving procedures. A researcher-developed 34-item assessment was administered before and after the intervention to evaluate visual thinking and geometry problem-solving performance. The displayed post-test results showed higher mean performance for the graphics-based group in visual thinking (M=16.93, SD=2.09) and geometry problem solving (M=35.95, SD=8.25) compared with the conventional instruction group (M=11.68, SD=4.20 and M=20.53, SD=8.64). The findings suggest that structured graphical representations may facilitate the organization and interpretation of geometric information and support sequential mathematical reasoning in multistep geometry problems. From an applied mathematics perspective, the study highlights the potential of representing mathematical information through structured visual models to support the transformation of geometric data into analyzable relationships and solution procedures. However, the non-random intact-group design and the need to verify the reported inferential statistics against participant-level data require cautious interpretation. The study provides preliminary, context-specific evidence for the application of structured graphical representations in mathematics problem solving and inclusive mathematics instruction. |
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