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Building Math PK-2 > Strategies > Multiple Representations: Visual Representations

Multiple Representations: Visual Representations

Overview

Visual representations help students understand what a number represents as well as recognize relationships between numbers. Using visuals, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down skills such as Counting and Estimation into more manageable parts.

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    Example: Use This Strategy In in the Classroom

  • Using visual representations can lead to clearer delivery of content and greater retention of key concepts in Long-term Memory. Visuals also serve an important role in maintaining student Attention and are a touchpoint for students to refer back to on their own, as external memory aids and individual practice.

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  • For a developer, creating visual representations that pair with media, such as text and audio, can make Symbolic Number and Operations more accessible to learners. Meaningful visuals support learners' recognition of essential information, and providing a visual cue enhances a learner's ability to accurately retrieve the content associated with the visual.

    • Factors Supported by this Strategy

    Learner Background
    Safety
    Socioeconomic Status
    Sleep
    Primary Language
    Hearing
    Adverse Experiences
    Social and Emotional Learning
    Sense of Belonging
    Cognition
    Speed of Processing
    Short-term Memory
    Working Memory
    Inhibition
    Long-term Memory
    Attention
    Numeracy and Mathematics

    More Visual Learning Tools Strategies

    Dot Cards

    Dot cards build number sense and promote early math skills, particularly Spatial Skills and Non-symbolic Number knowledge.

    Multiple Representations: Graphic Organizer

    Visualizing how ideas fit together helps students construct meaning and strengthen recall.

    Videos

    Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.

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