Titlebook: Visualization in Mathematics, Reading and Science Education; Linda M. Phillips,Stephen P. Norris,John S. Macnab Book 2010 Springer Science

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A History of Visualization in Psychology and Scienceesting question of whether visual thinking involves a reproduction of the object of the visualization or whether it is something else altogether. Despite considerable progress in psychological understanding of the mechanisms of visual perception and visual thinking, that question and others are stil

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Visualizations and Readingts in reading. We begin with an examination of the important motivational role of visualization objects. Second, we examine the effect of visualizations on reading comprehension, taken to be the main aim of reading.

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Research and Guidelines on Computer-Generated Visualizations in general, as well as many other articles that emphasized computer-based visualization in the context of the specific subjects of mathematics, reading, and science. The impact that technology is having on educational visualization is already significant and is showing signs of growth. We further n

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Concluding Comments, Recommendations, and Further Considerationst not at this time. The current state of research does not point to a single model of visualization but, rather, to partial models. We expect that in the short run educators and researchers should use the available results in contexts similar to those in which they were found, because we do not have

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Concluding Comments, Recommendations, and Further Considerationsthe short run educators and researchers should use the available results in contexts similar to those in which they were found, because we do not have theories adequate to the task of determining their generalizability to other situations. First, in this chapter, we review three important distinctions that we have made.