Learning Mathematics via Image Processing: A Rationale and a Research Direction

Learning Mathematics via Image Processing: A Rationale and
a Research Direction

Abstract

Digital image processing offers several possible new approaches to the
teaching of a variety of mathematical concepts at the middle-school and
high-school levels.  There is reason to believe that this approach will be
successful in reaching some ``at-risk'' students that other approaches
miss.  Since digital images can be made to reflect almost any aspect of the
real world, some students may have an easier time taking an interest in
them than they might with artificial figures or images resulting from other
graphics-oriented approaches.  Using computer-based tools such as image
processing operators, curve-fitting operators, shape analysis operators,
and graphical synthesis, students may explore a world of mathematical
concepts starting from the psychologically ``safe'' territory of their own
physical and cultural environments.  There is reason to hope that this
approach will be particularly successful with students from diverse
backgrounds, girls and members of minority groups, because the imagery used
in experiments can easily be tailored to individual tastes.
This approach can be explored in a variety ways including the development
of modules either to replace components of existing curricula or to
augment them.  Some possible modules covering both traditional and
non-traditional topics for school mathematics are described.
Some of the issues related to evaluation of such modules are also
discussed.