Visualization in mathematics, reading and science educationPhillips, L. M., Norris, S. P., & Macnab, J. S. (2010). Visualization in mathematics, reading and science education. Dordrecht, The Netherlands: Springer.

(Taken from the back cover)
“Visualizations—either self-created or external visual stimuli used as an aid to learning—are probably as old as learning itself. Yet surprisingly little research has been done either into how precisely they help us learn, or how to produce ones that are effective pedagogical tools. This volume, a comprehensive review of theory and research on the use of visualization in mathematics, science and reading, contrasts the two dominant theoretical paradigms of how people construct and interpret visualizations. However, the authors never lose sight of practical applications, providing frequent, accessible synopses of research findings in addition to succinct summaries of how the research affects practice. Written by a team with decades of experience in research and practice in the three subjects, the chapters show how cognitive psychology can enhance practical pedagogy, place visualizations in their proper historical context, and analyze in detail the effectiveness of paper-, computer- and video-based visualizations, with some surprising results.

“The book is published at a time when, it seems, there is no limit to the art of creating visualizations, as powerful computers make graphics ever more colorful and realistic and ‘interactivity’ is firmly established as a buzzword in the educational lexicon. The aim of the volume is to explore some central questions in the field, including how to evaluate visualizations and whether or not they can act as an aid to reading development, and to mathematics and science learning. The authors also point to potentially fruitful subjects for future research, and offer their own conclusions and recommendations. As the debate continues over the value of visualizations, with polarized arguments on the one hand lauding them and on the other dismissing them as gimmicks, this book introduces a voice of reason to the discussion that will be welcomed by psychologists and educationalists alike.”



Reading for evidenceNorris, S.P (Ed). (2012). Reading for evidence and interpreting visualizations in mathematics and science education. Rotterdam, The Netherlands: Sense Publishers.


In nine main content chapters plus one introductory chapter, this book details the research and development results of CRYSTAL—Alberta (Centre for Research in Youth, Science Teaching and Learning) during the years 2005-2010. CRYSTAL—Alberta focused its activities on understanding and reasoning in science and mathematics. The particular focus was on the use of visualizations in science and mathematics and the interpretation and critical evaluation of science and mathematics text. We sought to conduct research and to provide research-based guidance useful for science and mathematics educators, and to produce a resource bank of innovative and validated curriculum and assessment prototypes aimed at particular grade levels and topics in science and mathematics and designed to improve students’ scientific and mathematical understanding and reasoning.

The book is divided into three sections. Section One contains one introductory chapter, which details the goals of CRYSTAL—Alberta and the significance of the work that it has done. It also describes the framework that unites the remaining chapters. Section Two is called "Reading for Evidence" and contains four chapters, all of which focus upon students' ability to interpret scientific and mathematical texts and the instructional tools that can be designed to teach such interpretive ability. Section Three is entitled "Visualizations in Science and Mathematics". It contains five chapters that treat the interpretation of visualizations in mathematics and science and the instructional approaches that have proven useful for enhancing the quality of these interpretations.

**Coming in 2013**

SpringerYarden, A., Norris, S.P., & Phillips, L.M. (in press). Adapted primary literature: The use of authentic scientific texts in secondary schools. Dordrecht, The Netherlands: Springer.


Adapted primary literature (APL) is a novel text genre that enables the learning and teaching of science using research articles (primary scientific literature) that are adapted to the knowledge level of students. This book will focus primarily upon articles that have been adapted for use in high school science teaching. The book will present the concept of APL and its importance, will describe examples of using APL with students and teachers, will provide evidence for the effectiveness of APL in classes, and will describe possible future prospects for the implementation of APL. The book will lay the foundation for the use of this innovative and authentic text genre for the teaching and learning of science in secondary schools.