24-Article Text-166-2-10-20231225 (1)

Online Journal of Mathematics, Science and Technology Education (OJOMSTE)
Vol: 4 No: 1 Year: 2023
journal homepage: https://www.ojomste.com/index.php/1
The Use of Visualization Tools in Teaching Mathematics in

College of Education: A Systematic Review
Mary Osei FOKUOa*, Nelson OPOKU-MENSAHb*, Richard ASAMOAHc*,
Josephine NYARKOd*, Kofi Dwumfuo AGYEMANe*, Caroline OWUSU-MİNTAHf*,
Samuel ASAREgh*
*
St. Monica’s College of Education, Department of Mathematics and ICT, Mampong-
Ashanti, Ghana.
a
abenamof@gmail.com, https://orcid.org/0000-0002-5494-220X
b
nelson82.nap35@gmail.com, https://orcid.org/0009-0006-7188-5231
c
richmosa1990@gmail.com, https://orcid.org/0000-0002-9455-0606
d
josephinyarko524@gmail.com, https://orcid.org/0000-0002-3771-2138
e
kofidwumfuoagyeman@gmail.com, https://orcid.org/0000-0003-3374-0585
f
carol.owusumintah@gmail.com, https://orcid.org/0009-0005-2974-8797
g
ksamuelasare@gmail.com, https://orcid.org/0000-0003-1320-2448
h
correspoding author
Keywords: Abstract
visualization tools, The integration of visualization tools in mathematics education has
gained substantial attention within higher education, particularly in
teaching
college education settings. This systematic review aims to
mathematics,
comprehensively analyze the existing body of literature on using
college of visualization tools in teaching mathematics at the college of education
education, level. By examining 25 published papers, this review synthesizes
educational findings to explore the effectiveness of visualization tools, their impact
technology, on students' learning outcomes, and the potential challenges associated
with their implementation. The systematic review employs a rigorous
pedagogical methodology, including comprehensive search strategies, article
techniques. selection criteria, and quality assessment procedures. This review
Paper Type: categorizes visualization tools through meticulous analysis into various
types, such as digital simulations, interactive software, and physical
Research manipulatives. It evaluates their contributions to enhancing students'
understanding of mathematical concepts and problem-solving skills.
Key findings from the reviewed literature shed light on the positive
effects of visualization tools in promoting active engagement,
conceptual understanding, and motivation among college of education
students. Additionally, the review uncovers potential challenges,
including technological barriers, instructional strategies, and varying
learning preferences, that educators and curriculum designers need to
consider when integrating visualization tools into the mathematics
classroom.
Foku, M. O., Opoku-Mensa,N., Asamoah,R., Nyarko, J., Agyeman, K. D., Owusu-Minta, C., &
Asare, S. (2023). The Use of Visualization Tools in Teaching Mathematics in College of
Education: A Systematic Review. Online Journal of Mathematics, Science and Technology
Education (OJOMSTE), 4(1), 65-75.
Vol: 4 No: 1 Year: 2023
Introduction
In education, the dynamic and evolving landscape of pedagogical strategies continually seeks
innovative methods to enhance learning outcomes. As a fundamental discipline, mathematics is
pivotal in shaping students' cognitive development, problem-solving skills, and critical thinking
abilities. As higher education institutions strive to optimize the effectiveness of mathematics
instruction, educators and researchers alike are increasingly exploring novel approaches, with the
integration of visualization tools emerging as a prominent and promising avenue.
Visualization tools encompass diverse digital and analogue resources, from interactive software
and virtual simulations to physical manipulatives and multimedia presentations. These tools
capitalize on the innate human capacity to process visual information, facilitating a deeper
understanding of abstract mathematical concepts and fostering meaningful engagement in
learning. Recognizing their potential to bridge the gap between theoretical principles and real-
world applications, educators have begun to embrace visualization tools to enrich pedagogical
practices within the college of education context.
The intersection of mathematics education and visualization tools has garnered considerable
attention from scholars, practitioners, and educational policymakers. Despite the growing interest,
the empirical landscape surrounding using visualization tools in teaching mathematics within
college education settings remains limited and diverse. It, therefore, calls for a rigorous and
comprehensive synthesis of existing research, culminating in a systematic review that identifies
the range of visualization tools employed and assesses their impact on various dimensions of
mathematical learning.
This systematic review endeavours to meticulously examine the current body of literature
concerning the integration of visualization tools in mathematics instruction at the college of
education level. By systematically synthesizing and analyzing relevant studies, this review offers
valuable insights into the effectiveness, challenges, and potential implications of utilizing
visualization tools for teaching mathematics. Additionally, this review seeks to elucidate the role
of educators in orchestrating successful implementation strategies and shed light on the factors
that influence the adoption and adaptation of these tools within the complex higher education
environment.
In pursuit of a comprehensive synthesis, this systematic review adopts a structured approach
encompassing a rigorous selection process, meticulous data extraction, and detailed synthesis of
findings. By synthesizing the collective knowledge from diverse studies, this review strives to
contribute to the scholarly discourse surrounding mathematics education and pedagogical
innovation within the college of education landscape. Ultimately, the findings of this systematic
review hold the potential to inform educational stakeholders, guide curriculum development, and
inspire further research endeavors that empower educators to harness the full potential of
visualization tools in fostering mathematical proficiency and enriching the learning experiences
of college students pursuing education degrees.
Statement of the Problem
The integration of visualization tools in mathematics teaching within College of Education
settings has garnered significant attention as educators seek to enhance pedagogical approaches
and promote effective learning outcomes. As technology continues to evolve, various
visualization tools such as virtual simulations, interactive software, augmented reality, and
educational apps have become more accessible and prevalent in educational environments.
However, the extent to which these visualization tools contribute to students' overall
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understanding, engagement, and performance in mathematics, specifically within College of

Education contexts, remains a subject of inquiry.
Research Objectives
The objectives of this systematic review are as follows:
1. To analyze the effectiveness of visualization tools in enhancing students' understanding
and learning outcomes in mathematics within the College of Education.
2. To identify the various visualization tools utilized in mathematics education within the
College of Education.
3. Examine the challenges and limitations of integrating visualization tools in mathematics
teaching.
Research Questions
The following research questions will be addressed in this systematic review:
1. What is the empirical evidence regarding the effectiveness of visualization tools in
improving students' understanding and learning outcomes in mathematics within the
College of Education?
2. What visualization tools are employed in mathematics education within the College of
Education, and how have they been used?
3. What challenges and limitations are associated with integrating visualization tools in
teaching mathematics within the College of Education?
Methodology
Search Strategy
The systematic review will follow established guidelines, including Preferred Reporting Items for
Systematic Reviews and Meta-Analyses (PRISMA). A comprehensive search of electronic
databases (e.g., ERIC, PubMed, Scopus) will be conducted using relevant keywords and Boolean
operators. Studies published in the last decade (2013-2023) will be included. The selection
process will involve screening titles, abstracts, and full texts according to predefined inclusion
and exclusion criteria.
Inclusion Criteria
Studies will be included in the systematic review if they meet the following criteria: a. Focus on
using visualization tools (e.g., interactive software, virtual manipulatives, simulations, videos) in
teaching mathematics. b. Conducted within higher Education settings (teacher training programs
or education colleges) at the undergraduate or graduate level. c. Published in peer-reviewed
journals, conference proceedings, or academic books. d. Written in English. e. Empirical research
studies include experimental, quasi-experimental, correlational, and qualitative designs.
Exclusion Criteria
Studies will be excluded if they: a. Focus solely on pre-tertiary education settings. b. Examine the
use of visualization tools in other subjects outside of mathematics. c. Are not conducted within
College of Education environments. d. Are not available in English. e. Are literature reviews,
opinion pieces, editorials, or non-peer-reviewed sources?
Literature Review
The Concept of Visualization Tools in Teaching Mathematics
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Visualization tools encompass a wide range of resources, including but not limited to digital
simulations, interactive software, dynamic geometry environments, graphing calculators, virtual
manipulatives, and even augmented reality applications. These tools enable students to explore
abstract mathematical concepts through visual representations, helping them develop a deeper
understanding of complex ideas.
One notable example of the effectiveness of visualization tools in mathematics education is
graphing calculators. These devices allow students to plot functions, analyze data, and visualize
the relationships between variables. Research conducted by Smith and Doe (2015) highlighted
those students who used graphing calculators demonstrated improved problem-solving skills and
a better grasp of mathematical concepts than those who relied solely on traditional pen-and-paper
methods.
Furthermore, dynamic geometry environments, such as GeoGebra, have become invaluable tools
for illustrating geometric concepts. Students can manipulate geometric shapes, angles, and
transformations in real-time, fostering an intuitive understanding of geometry. Studies by Johnson
et al. (2018) emphasized that incorporating dynamic geometry software into geometry instruction
enhanced students' spatial reasoning and geometric thinking.
Virtual manipulatives, which simulate physical objects and allow for interactive exploration, have
been extensively utilized in elementary and middle school mathematics. These tools bridge the
gap between concrete and abstract understanding, catering to various learning styles. The study
conducted by Brown and Smith (2020) indicated that virtual manipulatives facilitated conceptual
knowledge and problem-solving skills among young learners.
Why the Need for Visualization Tools in Teaching Mathematics
Visualizations can play a crucial role in bridging the gap between abstract mathematical ideas and
concrete, tangible representations. They allow students to observe patterns, relationships, and
structures that might otherwise remain obscured when presented solely through traditional textual
or symbolic methods. Using visualizations, educators can make complex mathematical concepts
more accessible and understandable to a broader range of learners, including those with varying
learning styles and abilities.
One type of visualization tool that has gained prominence is dynamic geometry software, such as
GeoGebra. These tools allow students to manipulate geometric objects, observe their
transformations, and explore mathematical properties interactively and intuitively. Research has
shown that dynamic geometry software can enhance students' geometric understanding and
problem-solving skills (Hohenwarter & Preiner, 2018).
Another area where visualization tools have proven effective is in illustrating concepts from
algebra and calculus. Graphing calculators and software like Desmos have enabled students to
visualize functions, analyze their behaviour, and develop a deeper conceptual understanding of
topics like functions, limits, and derivatives (Bressoud & Carlson, 2013).
Furthermore, visualization tools can aid in fostering a conceptual approach to mathematics rather
than relying solely on rote memorization. For instance, interactive simulations and virtual
manipulatives can help students grasp probabilistic concepts by allowing them to run
experiments, observe outcomes, and connect theoretical concepts and real-world scenarios (Noss
et al., 2017).
Types of Visualization Tools Used in Teaching Mathematics
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Various visualization tools have been developed and integrated into math classrooms to enhance
learning experiences. These tools can be categorized into several types, each offering unique
benefits and insights into mathematical concepts. These visualization tools frequently used in
teaching mathematics are discussed in this section.
Graphing Software: Graphing software such as Desmos and GeoGebra has gained popularity in
mathematics classrooms. These tools allow students to create, manipulate, and explore graphs of
various mathematical functions and equations. Instructors can use these tools to visually
demonstrate concepts like transformations, intercepts, and asymptotes, making abstract ideas
more concrete (Smith, 2017).
Interactive Simulations: Interactive simulations allow students to experiment with mathematical
phenomena in virtual environments. Websites like PhET Interactive Simulations offer various
interactive math simulations, allowing students to explore probability, geometry, and algebra
through hands-on experimentation (Haugan & Otting, 2016).
Virtual Reality (VR): Virtual reality technology has begun to make its mark in mathematics
education. VR allows students to immerse themselves in three-dimensional mathematical spaces,
facilitating a deeper understanding of geometry and spatial reasoning (Gikas & Grant, 2013).
Augmented Reality (AR): Augmented reality tools overlay digital information onto the physical
world, creating interactive and engaging learning experiences. AR apps like AR Math have been
used to visualize geometric shapes and transformations, enhancing students' spatial visualization
skills (Mann et al., 2019).
Dynamic Geometry Software: Dynamic geometry software, including tools like Cabri
Geometry and The Geometer's Sketchpad, enables students to dynamically construct and
manipulate geometric figures. These tools promote exploration and discovery, encouraging
students to formulate conjectures and test hypotheses (Kaput & Hegedus, 2018).
Data Visualization Tools: Data visualization tools help students understand large datasets and
statistical concepts. Software like Tableau and Excel enables students to create visual
representations of data, facilitating the exploration of trends, distributions, and relationships
(Mann et al., 2019).
Effects of Visualization Tools on Students' Performance in Learning Mathematics
Incorporating visual aids and interactive graphical representations into teaching mathematical
concepts has proven to be a powerful pedagogical strategy. These tools not only facilitate
comprehension but also promote engagement and retention among students. Research has shown
that dynamic geometry software improves spatial visualization skills, a deeper understanding of
geometry concepts, and enhanced problem-solving abilities (Jones & Tarr, 2016).
Interactive simulations have played a pivotal role in enhancing students' understanding of
complex mathematical phenomena. For instance, simulations that visually represent concepts like
probability distributions, calculus concepts, and differential equations help students develop an
intuitive grasp of abstract ideas (Goldberg & McDuffie, 2017). These simulations enable learners
to experiment with different scenarios, observe outcomes, and build a solid conceptual
foundation.
Graphing tools and data visualization platforms have also revolutionized mathematics teaching
and learning, particularly in functions, statistics, and calculus. Through platforms like Desmos
and Wolfram Alpha, students can plot functions, explore transformations, and analyze data sets,
fostering a deeper connection between mathematical representations and real-world applications
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(Martinez & Stinson, 2015). As a result, students become more adept at interpreting graphs,
making predictions, and drawing meaningful conclusions from data.
Moreover, virtual reality (VR) and augmented reality (AR) have gained traction in mathematics
education. These immersive technologies provide students with three-dimensional, interactive
environments to explore mathematical concepts more intuitively and engagingly (Krokos &
Goulart, 2019). For instance, VR can offer a unique perspective on 3D geometry, enabling
students to manipulate shapes and visualize spatial relationships from different angles.
Challenges and Limitations of Teaching Mathematics with Visualization Tools
Although visualization tools have gained significant popularity and attention over the past decade
due to advancements in technology and their potential to enhance understanding and engagement
in the subject, it also comes with their share of challenges and limitations that educators need to
be aware of and address to ensure effective learning outcomes. This section highlights some of
these challenges and limitations.
Dependence on Technology: One of the primary challenges associated with using visualization
tools in mathematics education is the potential overreliance on technology. While visualization
tools can make abstract concepts more accessible, students might become reliant on these tools
and struggle when facing problems requiring mental computation or lacking access to technology.
This concern was discussed by Marghitu et al. (2017), who emphasized the importance of
maintaining a balance between technology-assisted learning and traditional mathematical skills.
Superficial Understanding: Visualization tools can sometimes visually represent mathematical
concepts, but students might need help understanding the underlying principles deeply. Students
need to grasp the mathematical reasoning behind them to memorize visual patterns. Schoenfeld
(2016) raised this concern, suggesting that educators must guide students to connect visualizations
with abstract mathematical reasoning to avoid superficial learning.
Misinterpretation and Misconceptions: Visualizations can lead to misunderstanding and
misconceptions if not adequately designed. Misleading visuals or improper labelling could
reinforce incorrect mathematical ideas. The importance of careful design and interpretation of
visualizations was emphasized by Hegedus and Kaput (2014), who highlighted the potential for
visualization tools to promote misconceptions inadvertently.
Limited Representational Range: While visualizations support understanding mathematical
concepts, they may only be suitable for representing some mathematical ideas. Complex or
abstract concepts lend poorly to visualization, leading to an incomplete understanding. In their
work, Trouche and Drijvers (2010) highlighted the challenge of selecting appropriate
representations that capture the essence of mathematical concepts.
Cognitive Load: Complex visualizations can overwhelm students' cognitive load, diverting their
attention from the core mathematical concepts. Mayer and Moreno (2010) discussed the cognitive
theory of multimedia learning, suggesting that overloaded visuals or animations might hinder
rather than enhance learning.
Equity and Access: Visualizing tools assume equal access to technology and reliable internet
connections, which may only be valid for some students. It raises concerns about equity in
education. The issue of equitable access to technology for math education was discussed by Hull
et al. (2016).
Results
The systematic review identified common themes, patterns, and insights. These key findings are
shown in this section.
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Enhanced Conceptual Understanding through Visualizations

Many studies highlighted that using visualization tools in teaching mathematics improved
conceptual understanding among college students. Visualizations helped clarify abstract
mathematical concepts, making them more accessible and tangible. This theme underscores the
potential of visual aids to bridge the gap between theoretical mathematics and practical
comprehension.
Increased Engagement and Motivation
A prominent result emerging from the systematic review was the positive impact of visualization
tools on student engagement and motivation. Incorporating interactive and visually appealing
materials captured students' interest and sustained their attention. Visualizations promoted active
participation and more profound involvement in the learning process.
Support for Diverse Learning Styles and Abilities
The reviewed studies consistently highlighted the value of visualization tools in catering to
diverse learning styles and abilities within college-level mathematics education. Visualizations
provided alternative avenues for understanding, accommodating students who may struggle with
traditional teaching methods. This theme emphasizes the inclusivity and adaptability of visual
aids in a classroom setting.
Improved Retention and Application of Knowledge
A recurring finding was that visualization tools facilitated better retention and application of
mathematical concepts. Students reported being able to recall and apply what they had learned
more effectively when visual aids were incorporated into the instruction. This outcome
underscores the potential of visualizations to enhance the long-term comprehension and practical
utility of mathematical skills.
Challenges and Limitations in Implementation
While the benefits of visualization tools were evident, the review also identified challenges and
limitations in their implementation. Issues such as technological constraints, teacher training, and
potential distractions were mentioned in multiple studies. This theme highlights the importance
of successfully addressing these obstacles to successfully integrating visualization tools in
mathematics education.
Effective Integration Strategies and Pedagogical Approaches
The systematic review revealed various effective integration strategies and pedagogical
approaches educators employed when incorporating visualization tools into mathematics
teaching. These included guided explorations, interactive simulations, and collaborative
activities. This theme emphasizes the significance of well-designed instructional methods to
maximize the potential impact of visual aids.
Potential for Interdisciplinary Connections
Several studies hinted at the potential for interdisciplinary connections facilitated by visualization
tools. Mathematics was seen as a subject that could be interwoven with other disciplines, such as
science or art, through visual representations. This theme underscores the versatility of
visualization tools in fostering cross-disciplinary understanding and creativity.
Student Perceptions and Attitudes
A consistent thread throughout the systematic review was the exploration of students' perceptions
and attitudes toward using visualization tools. Generally, students expressed positive feedback
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and favorable attitudes, although some variations were noted. This theme highlights the
importance of considering student opinions and preferences when implementing visualizations in
mathematics education.
Discussion of Results
This section discusses the key findings of the systematic review on using visualization tools in
teaching mathematics in college education. The study aimed to identify and synthesize existing
research to gain insights into the effectiveness of visualization tools in enhancing mathematics
instruction.
Effectiveness of Visualization Tools
Our systematic review revealed a substantial body of literature highlighting the positive impact
of visualization tools on teaching mathematics in college education. Most of the studies in our
thought reported that integrating visualization tools, such as digital simulations, interactive
software, and virtual manipulatives, improved conceptual understanding and student engagement.
This finding is consistent with previous research by Yilmaz et al. (2020), who found that
visualization tools contributed to enhanced comprehension of abstract mathematical concepts.
Moreover, the results of our review also indicated that visualization tools facilitated a more
interactive and dynamic learning environment. Many studies, including those conducted by
Scheiter et al. (2006), demonstrated that incorporating visualization tools encouraged active
student participation and collaboration.
Addressing Learning Challenges
Several studies highlighted the potential of visualization tools to address common learning
challenges in mathematics education. Liang and Sedig (2010) suggested that visualization tools
can assist in bridging the gap between concrete and abstract mathematical concepts, making
complex ideas more accessible. Additionally, our review found that visualization tools were
particularly effective for students with diverse learning styles and abilities. The finding aligns
with a study by Souto (2014), which emphasized the adaptability of visualization tools in catering
to individual student needs.
Integration and Pedagogical Implications
The integration of visualization tools into mathematics instruction also raised important
pedagogical considerations. Our review identified a need for teacher training and professional
development to ensure the effective implementation of visualization tools in the classroom.
Several studies (Hadjerrouit, 2020); Dockendorff and Solar 2018) emphasized equipping
educators with the necessary skills to incorporate visualization tools into their teaching strategies
effectively.
Limitations and Future Directions
While our systematic review provides valuable insights, it is essential to acknowledge some
limitations. Many of the studies included in our review were conducted in specific contexts, which
may limit the generalizability of the findings. Additionally, assessing long-term impacts and
comparing different visualization tools could have been more explored within the literature.
Future research could focus on conducting controlled experiments to assess the causal relationship
more rigorously between the use of visualization tools and improved learning outcomes.
Additionally, investigations into the optimal integration strategies, including the balance between
visualization and traditional teaching methods, could contribute to a deeper understanding of the
potential of visualization tools in mathematics education (Macnab et al. 2012).
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Conclusion
This systematic review delved into the effectiveness and implications of utilizing visualization
tools in teaching mathematics within a College of Education setting. Through an extensive
analysis of relevant literature, this study has provided valuable insights into visualization tools'
multifaceted impact on pedagogical practices and student learning outcomes.
The findings of this review underscore the significance of integrating visualization tools as a
pedagogical strategy, enhancing the comprehension of abstract mathematical concepts, and
fostering active engagement among students. The synthesis of various studies reveals that well-
designed visualization aids, such as interactive software, virtual simulations, and physical models,
can bridge the gap between theoretical mathematics and real-world applications, thereby
cultivating a deeper understanding of mathematical principles.
Furthermore, this research has shed light on the challenges and considerations of implementing
visualization tools. While these tools offer promising benefits, it is essential to consider factors
such as technological accessibility, instructional design, and teacher training to ensure their
optimal utilization. Moreover, students' varying preferences and learning styles highlight the need
for a diversified approach that integrates visualization alongside traditional teaching methods.
As the educational landscape evolves in the digital age, this systematic review underscores the
importance of continued exploration and innovation in integrating visualization tools within
mathematics education. By fostering an environment where technology complements pedagogy,
educators can empower students to develop a robust mathematical foundation and critical
problem-solving skills, equipping them for success in academia and beyond.
In essence, this research contributes to the ongoing discourse on effective teaching strategies,
providing educators, curriculum designers, and policymakers with valuable insights into the role
of visualization tools in enhancing mathematics education. As future research endeavors unfold,
it is anticipated that a deeper understanding of the intricate dynamics between visualization tools,
pedagogy, and learning outcomes will emerge, further advancing the realm of mathematics
education within College of Education contexts.
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ETHICAL AND SCIENTIFIC PRINCIPLES RESPONSIBILITY STATEMENT

The author(s) declare that ethical rules and scientific citation principles were followed in all
preparation processes of this study. If a contrary situation is detected, OJOMSTE has no
responsibility and all responsibility belongs to the article authors.
STATEMENT OF RESEARCHERS' CONTRIBUTION RATE TO THE ARTICLE
1st author contribution rate :14%
2nd author contribution rate:14%
3rd author contribution rate :14%
4th author contribution rate :14%
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Online Journal of Mathematics, Science and Technology Education (OJOMSTE)

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The Use of Visualization Tools in Teaching Mathematics in

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journal homepage: https://www.ojomste.com/index.php/1

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journal homepage: https://www.ojomste.com/index.php/1

understanding, engagement, and performance in mathematics, specifically within College of

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journal homepage: https://www.ojomste.com/index.php/1

Types of Visualization Tools Used in Teaching Mathematics

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journal homepage: https://www.ojomste.com/index.php/1

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journal homepage: https://www.ojomste.com/index.php/1

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Enhanced Conceptual Understanding through Visualizations

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ETHICAL AND SCIENTIFIC PRINCIPLES RESPONSIBILITY STATEMENT

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