| A correct understanding and flexible use of mathematical concept, it is to master basic knowledge of mathematics and computing skills, develop logical argumentation and the premise of spatial ability. Visualization is the "clear, intuitive, visual", choose the reasonable visual way to reveal the information hidden behind the data, the abstract knowledge visualization, iconicity. A variety of visualization methods can also be complementary to promote learners to construct knowledge.Visualization can establish the connection between knowledge. It is very necessary to select reasonable visualization ways to present mathematical concept.The paper firstly study some problems existing in the teaching of mathematical visualization through the literature analysis method, find that some application fields of visualization in mathematical teaching mainly concentrated in mathematical reasoning visualization, mathematical problem solving visualization, visualization software in the teaching of mathematics, but most of the applications in higher mathematics. It is relatively little in the study of mathematical visualization in primary and middle schools than the study of higher mathematics. Based on the analysis of mathematical concept has the abstractness, logicality and integrity, combined with the existing classification for the visualization of the scholars, the visualization of mathematics concept is divided into dynamic visualization, static visualization, interactive visualization software three types. In the teaching of mathematics concepts specific, visualization methods should be a reasonable choice according to the specific mathematic concepts. The formation of mathematical concepts including the different stages, the paper focuses on the visualization of concept imagery and concept relationship for study.In the stage of concept imagery, using quasi-experimental research method, using dynamic visualization method and static visualization mode of teaching in the experimental class and the control class, to function as an example, the visual way comparison of different influence on the construction of students’ concept imagery. In the stage of concept relationship, adopting quasi-experimental research method, take axisymmetric graphics for example, choose the interactive visualization software mind map to establish concept of contact. Let learners contact relationship between the concept of axisymmetric graphics respectively in different stages and illustrate a mind map visualization software can promote learners to establish different types of relationships.Results show that, in the stage of concept imagery, by comparing the experimental classes and the students of that in comparative classes for instance of the function of situation reflects the richness of the concept of dynamic visual way to construct imagery, function test comparison of experimental class and control class results illustrate the accuracy of dynamic visual way to construct the concept imagery, interviews with the students the iconicity of dynamic visual way to construct concept imagery. It indicates the dynamic visual way better than static visual way can help learners to establish the concept of reasonable imagery. In the stage of concept relationship, students can only establish axisymmetric graphics with a contact of concepts in an experiment, such as symmetry, line axis of symmetry and angle of the symmetry, the isosceles triangle symmetry relation; Students in the second experiment can not only establish the relationship between the same concept, but also to build relationships between different concepts, such as between axisymmetric graphics and non-axisymmetric graphics concepts. Therefore, a reasonable way of using visualization can help students establish the relationships between the different types of concepts. |
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