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Exploring evidence of mathematical tasks and representations in the drawings of middle school students

Citation

Hatisaru, V, Exploring evidence of mathematical tasks and representations in the drawings of middle school students, International Electronic Journal of Mathematics Education, 15, (3) Article em0609. ISSN 1306-3030 (2020) [Refereed Article]


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Copyright 2020 by the authors; licensee Modestum. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/

DOI: doi:10.29333/iejme/8482

Abstract

The drive to explore studentsí experiences in mathematics classrooms remains imperative for mathematics education research in order to better understand how effective teaching and learning classroom practices lead to desirable learning outcomes. As part of a larger research project exploring a group of 120 Turkish middle school studentsí (grades 6 to 8, aged 11 to 14) perceptions of their mathematics classroom experiences, this article presents an analysis of the nature of mathematical tasks and the forms of mathematical representations depicted in studentsí drawings. An analysis of the data obtained from the studentsí drawing task (Draw a Mathematics Classroom Test) revealed little to no variety in studentsí classroom experiences in relation to the types of mathematical tasks and mathematical representations. The most common mathematical tasks were found to be tasks that focus on procedural skills, while the most common way students represented the mathematics was through symbolic representations. None of the student drawings involved physical or contextual representations. Findings raise concerns about whether Turkish students are well prepared for the demands of the 21st century.

Item Details

Item Type:Refereed Article
Keywords:classroom experiences, drawings, mathematical tasks, mathematical representations, middle school students
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Hatisaru, V (Dr Vesife Hatisaru)
ID Code:140882
Year Published:2020
Deposited By:Education
Deposited On:2020-09-14
Last Modified:2021-08-25
Downloads:1 View Download Statistics

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