The Preference of Visualization in Teaching and Learning Absolute Value

Visualization is mostly despised although it complements and sometimes - guides the analytical process. This study mainly investigates teachers' preferences concerning the use of the visualization method and determines the extent to which they encourage their students to make use of it within the problem-solving process. This study was conducted for the ninth-grade students and their mathematics teacher in a social science intensive public school in the city of Erzurum, Turkey. Utilizing case study as the preferred method, data were collected through observations, interviews and student evaluations. This study revealed that visualization has a positive effect at the preliminary phases of teaching the absolute value concept but generates a lack of stimulation during problem solving in further phases of the instruction. This could be explained as a result of current examination system which requires a habituation of the analytical process in solving mathematical questions.