This paper presents some theoretical arguments that I am developing for my thesis as a result of preliminary analysis of my data.
Abstract: In this paper, I will present some implications of Marcus Giaquinto’s ideas about visual thinking and its epistemology when combined with Toulmin’s layout of an argument. This is the result of an ongoing effort to discuss, from a theoretical perspective, some issues that emerged from my Ph.D. research about teaching and learning addition and subtraction of fractions to low achieving students. My claim is that visual representations can be effective for low achieving students when teaching is focused on a carefully chosen model and time is given to students to fully use it.
It was published in the Informal Proceedings of the British Society for Research into Learning Mathematics conference held in March 2017.