Abstract
Visualization of data has recently gained great importance in education and use of infographics is regarded as an important tool in teaching mathematics since it presents information in a clear and abstract way. Therefore, use of infographics for helping individuals with mathematical learning difficulties has become an important research question. This study aims to provide an overview on the use of infographics in teaching mathematics to individuals with mathematical learning difficulties. This is a qualitative study in which document analysis was used the collect the data. Results provided information about the definition of infographics, effectiveness of using infographics in education and facilitative role of infographics in enhancing learning of individuals with mathematical learning difficulties, namely dyscalculia. Results were discussed with relevant literature and recommendations for further research and practices were also presented.
Highlights
Visualization is an effective method for learners to understand complicated knowledge in learning-teaching process (Keller and Tergan, 2005)
Main structure of an infographic involves a title, text, a body and font and it is aimed to transform the data with a robust and clear narrative text. Considering these features of infographics which can be used to facilitate learning, this study aims to provide a comprehensive overview on the use of infographics in education, its implementations and reflections in teaching mathematics and how to use infographics for individuals with mathematical learning difficulties to facilitate their learning in mathematics
This study is based on a comprehensive literature review which aims to generate a perspective on the facilitative role of infographics for individuals with special needs
Summary
Visualization is an effective method for learners to understand complicated knowledge in learning-teaching process (Keller and Tergan, 2005). Data visualization is a strategy to make the data visible, available and clear for learner to structure, organize, This work is licensed under a Creative Commons Attribution - NonCommercial - NoDerivs 4.0. The article is published with Open Access at www.ijcrsee.com evaluate, annotate knowledge and establish communication. Learner has the opportunity of making data more accessible, understandable, improvable and manageable (Tong and Bakan, 2016). According to Saban (2002), when teachers support teaching process with images and graphics, they can reach more students. This kind of strategy includes visualizing concepts and knowledge with graphical symbols. This kind of strategy includes visualizing concepts and knowledge with graphical symbols. Ware and Bobrow (2005) indicated that it is important to represent complex data with internal representative www.ijcrsee.com 119
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