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Abstract:
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This paper aims to establish a new theoretical perspective which can provide reflections for the research of visualization in mathematics education. The history of how visual technologies have affected ways of seeing things leads to the understanding of the construction of mathematical looking. The concept of visuality, taken from the North American study on visual culture, is proposed here as a tool for analysing visual practices and mathematics education, explaining that visual thinking is shaped by means of visual regimes. Finally, it presents a discussion focused on benefits of visual culture and a commentary describes, by connecting theories, its potential for future research. |
