Visualization has a long tradition in mathematics education and research on this topic has become more widespread in recent decades. In a meta-analysis (41 studies, N = 10,562), we aimed to synthesize the effects of learning with external visualizations on mathematics outcomes. We analyzed intervention, learner, and outcome characteristics as moderators. Overall, results of a random-effects model indicated a medium effect (g = 0.504, 95% CI [0.379, 0.630]) of visualization interventions on mathematics learning, with significant heterogeneity. Moderator analyses revealed that effect sizes were higher in quasi-experimental studies and when compared with business-as-usual conditions. These results emphasize the effectiveness of external visualization as a powerful tool to support mathematics learning, with positive and lasting effects across age groups and mathematical topics.

中文翻译：

---

可视化学习有帮助：数学教育中可视化干预的荟萃分析


可视化在数学教育中有着悠久的传统，近几十年来，关于该主题的研究变得更加广泛。在一项荟萃分析（41 项研究，N = 10,562）中，我们旨在综合外部可视化学习对数学结果的影响。我们作为调节因素分析了干预、学习者和结局特征。总体而言，随机效应模型的结果表明，可视化干预对数学学习的影响为中等（g = 0.504， 95% CI [0.379， 0.630]），具有显著的异质性。调节器分析显示，在准实验研究中以及与正常条件相比，效应量更高。这些结果强调了外部可视化作为支持数学学习的强大工具的有效性，对年龄组和数学主题产生了积极而持久的影响。