Back to: Module: Helping Students Do Math

## What is Visual Math?** **

Visual math refers to the graphs, charts, pictures__, __virtual manipulatives, and hands-on manipulatives through which math concepts, procedures relationships, and ideas are displayed. We focused on many virtual manipulatives in Unit 5 (Math and Technology). Some great virtual manipulatives may be found here:

__Didax:__https://www.didax.com/math/virtual-manipulatives.html__Toy Theater: https://toytheater.com/category/teacher-tools/virtual-manipulatives/____Math Learning Center:__https://www.mathlearningcenter.org/apps__Mathigon: https://mathigon.org/__

__In this unit, we’ll focus on another area of visual math – visual math related to data. __Some examples of visual math may look familiar to you—either from your own schooling days or from working with students more recently. You may also come across examples of visual math that are completely new to you, especially if you explore the Links for More Information resource in this unit.

## Uses of Visual Math** **

Methods for presenting math visually tend to evolve more quickly than other topics in school math. Visual math is about *clarifying* and *communicating* the math. Visual math can be used:

- present large amounts of information concisely,
- clarify tricky ideas,
- show patterns that lead to important breakthroughs.

### Examples of Visual Math** **

There are far too many types of visual math to cover in this unit. We will focus on a few of the main types used in elementary and middle school math classes.

#### Many types of visual math are based on **data**.

*Data*** are** bits of information, in context, that have several different values and help us understand situations better.

- Some data can be described with numbers—such as height or shoe size
**(***numerical data**)*. A height could be 20 inches, or 55 inches, or 105 inches. - Other data cannot be described in numbers, such as car color or dog breed
**(**Dog breeds include German Shepherds, Irish Wolfhounds, and Siberian Huskies, among many others.*categorical data)*.

Any piece of data that can vary between values in this way is called **a variable.**

**Variables **are at the heart of visual math. Choosing the best type of visual math often depends on what is being portrayed. Tables, pie charts, and bar charts are often used to present categorical data.

**A**is a grid that lists out the values of variables. The only really “visual” part of a table is the organized way in which the numbers or values are displayed.*table*

**A**is a circular chart that is divided into slices, where the area of each slice is determined by the amount of data in the category represented by the slice. Pie charts are a simple way to show how a categorical variable is divided. Pie charts are not as good for more complex situations such as showing a variable with many categories, a variable with only a few data points, or a comparison of how two things are divided up differently. In such situations, a bar chart is better.*pie chart*__(or circle graph)__

**A**uses bars to show how much data there is for each category of a variable: the more data, the greater the bar. As students move into higher grades, there is more focus on numerical variables.*bar chart***A**is a common type of visual math used to present data described in terms of two numerical variables. In a line graph, data points are plotted according to their values on each of the two variables, and then a line is drawn to connect the points.*line graph**Other*major types of visual math for numerical variables include**histograms and scatterplots.**

Tips for Paraprofessionals** **

You don’t need to memorize all the different types of graphs, charts, and pictures. As you start to get the hang of *reading* visual math, then you can work more on *creating* visual math. The creation process helps with your own learning of math because it gives you a way to make abstract and difficult math concepts more concrete. It gives you a new avenue for sharing messages with others. In your case, some of those “others” may be students. As you work with students, you might want to look for situations that give you opportunities to help students experience visual math in productive ways. Two situations are particularly fruitful:

**Look for situations where students are required to create or interpret a chart, graph, or picture. Ask questions to help them make sense of the visual math.**

- What does the title mean?
- What variables are being shown?
- If there is only one variable, what does the visual math show about that variable?
- If there are two variables, what does the visual math show about the relationship between the variables?
- Finally, what idea or message is the visual math suggesting?

**2. Look for cases where students might benefit from the use of visual math, even if they are not required to create a visual image. Here are some examples:**** **

- students who are frustrated that they can’t “see” the math relationships,
- students who feel overwhelmed at trying to keep track of too many abstract math thoughts in their head at once, and
- students who can’t quite explain which part of a problem they don’t understand.

These are all situations where the students could benefit from using visual math. You may be able to see a specific way that visualizing the math could get them past particular__ __ obstacles. But even if you don’t, you can still ask a question like, “Can you think of a way to draw the problem?” It won’t always work, but it does open a window of opportunity to a fresh way of looking at the problem.