A systematic review on visualization and visual perception in mathematics education

It can be said that the reasons such as memorizing the features of shapes or giving insufficient examples in geometry education difficilitate student's learning. Visualization is considered as an activity that reduces the difficulties students encounter in learning mathematics. It is thought that the difficulties of geometry education can be eliminated by including visual perception processes in education. The aim of this research is to analyze scientific articles published in geometry visualization and visual perception, to emphasize facilitating effect of visualization and visual perception processes in geometry education, and to present different perspectives to those who will conduct research on these subjects. A qualitative research method was used for the research and a systematic compilation model was used as the research model. Using ERIC and Web of Science databases, 47 articles published on geometry, visualization and visual perception were identified and these 47 articles were analyzed in accordance with their databases, year of publication, country, sample size and sample group, research method, data collection tool, technologies used as visualization tools, subjects and results. Results were descriptively explained as graphs, tables, frequencies and percentages. At the end of the study, it was observed that the majority of the articles belong to the ERIC database and most articles were published 2011. It was found that articles mostly published in Turkey and USA. It was seen that in the articles mostly quantitative methods was preferred, largely skill test was used as data collection tool and studies were conducted in student-teacher centered manner. Articles conducted under the main themes of visualization and visual perception emphasized the importance of these main themes and their critical role for education, and drew attention to the positive results of the tools and practices suggested on these themes.