Preferences for solution methods have an important implication teaching and learning mathematics and students’ mathematical performances. In the domain of learning mathematics, there are two modes of processing mathematical information: verbal logical and visual-pictorial. Learners who process mathematical information using verbal logical and visual -pictorial modes are respectively called verbalizers and visualizers. Based on the verbalizer-visualizer continuum, students can be placed in a continuum with regard to their preference for solution methods and correlation between the two modes of thought. They belong to one of three categories: (a) visualizers (geometric), who have a preference for the use of visual solution methods, which involve graphic representation (i.e., figures, diagrams, and pictures); (b) verbalizers (analytic), who have a preference for the use of nonvisual solution methods, which involve algebraic, numeric, and verbal representation; and (c) harmonics (mixer), who use visual and verbal methods equally. Several research studies have been conducted to examine the relationship between preferences for solution methods and mathematical performances; however, no conclusive findings were reported. Regardless of inconclusive findings, it is important for students to develop preferences for both solution methods: visual and nonvisual. The mathematical instructional strategies need to equally incorporate preferences for both solution methods, utilizing different modes of mathematical representations, in order to enhance learning mathematics.
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