Solving Mathematics Problems Based on Visual Information Processing

Abstract

Solving mathematical problems involves a complex process and requires the ability to comprehend and manipulate visual information. When an individual encounters a problem, the ability to represent data, plan solution steps, and visualize relationships between variables is crucial. This research aims to explore in-depth how visual information is processed during mathematical problem-solving. The findings indicate that Subject S1, with high visual ability, adeptly represents the problem, articulates known and unknown elements, and exhibits a strong conceptual understanding. Students with robust visual conceptualization skills can plan and solve problems using elimination and substitution methods. By verifying results using different methods reflects a solid conceptual understanding. On the other hand, Subject S2, with low visual ability, struggles to represent the problem and tends to focus directly on the solution. This suggests a lack of conceptual understanding, limitations in visual representation, and deficiencies in verification skills. Finally, the visual representation only used visual representation with mathematical modeling. Further research should investigate similar studies involving other types of representations, such as diagrams and graphs. In conclusion, teachers need to enhance students’ conceptual understanding, metacognitive awareness, and practice verification skills to develop their mathematical problem-solving abilities