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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, 26th Conference of Mathematical Views (MAVI26), 16-18 September, DIMAVI26 (2020) [Conference Extract]
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Abstract
As part of a larger research project exploring a group of 120 Turkish middle school students’ (grades 6 to 8,
aged 11 to 14) perceptions of their mathematics classroom experiences, this study presents an analysis of
the nature of mathematical tasks and the forms of mathematical representations depicted in students’
drawings. An analysis of the data obtained from the students’ drawing task (Draw a Mathematics Classroom
Test) revealed little to no variety in students’ classroom experiences in relation to the types of mathematical
tasks or 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: | Conference Extract |
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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: | Learner and learning |
Objective Field: | Secondary education |
UTAS Author: | Hatisaru, V (Dr Vesife Hatisaru) |
ID Code: | 141736 |
Year Published: | 2020 |
Deposited By: | Education |
Deposited On: | 2020-11-15 |
Last Modified: | 2021-05-19 |
Downloads: | 0 |
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