Abstract

Considering the characteristics of learners becoming digitized by the Fourth Industrial Revolution and the 2015 revised curriculum, we intended to develop and apply mathematics instructional materials of the concept of limit based on visual thinking. Teaching materials included a work of art in which infinite thought, which is the archetype of the limit, is projected, and cognitive obstacles and contradictions of the concept of limit. Based on these instructional materials, visual thinking strategies were used in class. A spiral action study was conducted to review instructional materials and improve visual thinking strategies over the first and second trials. As a result of conducting this study, the following conclusions were obtained. First, the instructional materials for the concept of limit were appropriate works of art in which the concept of infinite was expressed in form and the visual images discussed in the historical process of the limit concept. Second, in order to effectively utilize visual materials, visual thinking strategies should be appropriately applied according to the type and role of visual materials. Third, visual thinking can have a positive effect on improving mathematical thinking ability.