Aims
The aim of TSG 16 at ICME-12 is to gather educators -educational researchers, instructional material developers, designers of technological learning environments, mathematics teachers and teacher educators -for the exchange of ideas related to visualization being a critical aspect of mathematical understanding.
We view technology as inspiring and driving visualization in mathematics education. Thus, research and development regarding innovations with technology that allow us to visualize things that in the past have not been easy to visualize, will be a major theme of the group.
The focal topics will include:

• Semiotics and the significance of signs
    From images to diagrams and graphs: Epistemological questions and classroom interactions related
    to the use of semiotics and the significance of signs in learning mathematics related to:
    - classroom interaction using visible signs
    - transformations between (visible) sign systems
    - semiotic perspectives within mathematics teacher education
    - production of meaning when learning mathematics with visual signs
    - inventing and generalizing with visual signs
• Visualization being the focus of innovative Learning & Teaching materials
    Digital mathematics textbooks are now turning to be a major channel for visual engagement and interaction.   Instructional materials integrate interactive diagrams, interactive visual examples and visual demonstrations.   Animations are used in service of learning to teach math and new modes of visual communication are being   implemented in Mobile Learning.In an attempt to understand the challenges driven by the above and other   similar examples our discussion will look at issues such as:
    - Innovative visualization tools for teaching
    - Design of activities and tasks that are based on interactive visual examples
    - Patterns of reading, using and solving with interactive linked multiple representations
    - Roles of Diagrams, animations and video as instructional tools with new technologies
• Visualization as understood by Cognitive &Neuro-cognitive studies
    Mathematics education research is recently implementing quantitative and qualitative methods of educational   Neuroscience. We will focus on:
    - methods that link mathematics education research with neuro-cognitive studies
    - brain topography associated with visual mathematical thinking
    - neuro-cognitive studies related to the transition between visual and symbolic representations and it's
    didactic implications

Guidelines for submission
The organizing team welcomes significant contributions related to the topics outlined here and to other related issues. Participants are requested to submit a paper not later than November 30, 2011 both via e-mails to the two team chairs and through the on-line submission system at the Congress Website. The length of contributions should be between 1500 and 2000 words in length.

Deadlines
November 30, 2011 Proposal submission
January 15, 2012 Notification of acceptance
April 10, 2012 Submission of Final Draft