activity in the classroom Type of visualization Rich Medium No Teachers’ (Observable indicators) processes after Debes evidence evidence evidence (1969) Teacher brought to class visual materials Designing visuals Visual materials brought to class are Designing visuals aligned with the subject content Lesson was introduced with the use of Designing visuals visual materials Teacher demonstrates the use of visual Designing visuals elements (lines, shapes, angles and dimensions) activity in the classroom Type of visualization Rich Medium No Teachers’ (Observable indicators) processes after Debes evidence evidence evidence (1969) Teacher used different representation Manipulating visuals during the lesson. Teacher demonstrates proper use of Manipulating visuals geometric concepts Teacher used visuals in a way that allows Manipulating visuals learners to connect new concepts to what they already know. Teacher used visuals in an orderly and Manipulating visuals logical way to avoid confusing learners. activity in the classroom Type of visualization Rich Medium No Teachers’ (Observable indicators) processes after Debes evidence evidence evidence (1969) Teacher used strategies that allow learners Visual language to produce visuals Teacher used visuals in conjunction with Visual language his/her verbal explanations. Teacher responded to questions asked Visual language about the visuals by the learners Teachers used visual language that was Visual language consistent with mathematical language and terminologies. activity in the classroom Type of visualization Rich Medium No Teachers’ (Observable indicators) processes after Debes evidence evidence evidence (1969) Teacher properly identified and evaluated Interpreting visuals visual materials Teacher asked questions that prompted Interpreting visuals critical thinking and critical reasoning among learners. Teacher concluded the lesson using visual Interpreting visuals materials.
Teachers’ activity in the classroom (Observable indicators) Type of visualization processes after Debes (1969) Rich evidence Medium evidence No evidence Teacher brought to class visual materials Designing visuals Visual materials brought to class are aligned with the subject content Designing visuals Lesson was introduced with the use of visual materials Designing visuals Teacher demonstrates the use of visual elements (lines, shapes, angles and dimensions) Designing visuals Teachers’ activity in the classroom (Observable indicators) Type of visualization processes after Debes (1969) Rich evidence Medium evidence No evidence Teacher used different representation during the lesson. Manipulating visuals Teacher demonstrates proper use of geometric concepts Manipulating visuals Teacher used visuals in a way that allows learners to connect new concepts to what they already know. Manipulating visuals Teacher used visuals in an orderly and logical way to avoid confusing learners. Manipulating visuals Teachers’ activity in the classroom (Observable indicators) Type of visualization processes after Debes (1969) Rich evidence Medium evidence No evidence Teacher used strategies that allow learners to produce visuals Visual language Teacher used visuals in conjunction with his/her verbal explanations. Visual language Teacher responded to questions asked about the visuals by the learners Visual language Teachers used visual language that was consistent with mathematical language and terminologies. Visual language Teachers’ activity in the classroom (Observable indicators) Type of visualization processes after Debes (1969) Rich evidence Medium evidence No evidence Teacher properly identified and evaluated visual materials Interpreting visuals Teacher asked questions that prompted critical thinking and critical reasoning among learners. Interpreting visuals Teacher concluded the lesson using visual materials. Interpreting visuals
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