Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Students' Visual Representation of Mathematics

  • Trance, Naci John C. (Western Visayas College of Science and Technology) ;
  • Marapo, Roger B. (University of Saint La Salle) ;
  • Pornel, Jonny B. (University of the Philippines Visayas)
  • Received : 2012.07.31
  • Accepted : 2012.10.09
  • Published : 2012.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

This paper takes another approach in assessing students' perception of mathematics. Instead of asking for verbal description of the students' perception of mathematics, we asked the respondents who were all college students to draw their perception of mathematics. This relatively new approach enabled students to take a second look of how they perceived math and, at the same time, explored students' creativity and provided a less austere appearance to mathematics which was taken usually in a more formal and severe manner. This approach of assessing students' perception of mathematics generated new information that could not be normally gleaned from other approaches like Likert Scale. Some drawings of mathematics of the respondents reinforced their math affect towards mathematics. For those who hated math, their drawings revealed so the same is true with those who loved mathematics. Examining the visual representations of mathematics and looking for commonalities, the researcher found a number of interesting themes that may shed some light to educators' understanding of students' math affect.

Keywords

References

  1. Cox, M. (1992). Children's drawings. London: Penguin Books.
  2. Clarebout M, Depaepe F., Elen J., & Briell J. (2007). The use of drawings to assess students' epistemological beliefs. Paper presented at the Biannual Conference of the European Association for Research on Learning and Instruction, Budapest.
  3. Coburn TG. (1989). "The Role of Computation in The Changing Mathematics Curriculum", New Directions for Elementary School Mathematics, 43-56.
  4. Diem-Wille G. (2001). A therapeutic perspective: The use of drawings in child psychoanalysis and social science. In T. V. Leeuwen & C. Jewitt (Eds.), Handbook of Visual Analysis (pp. 119-133). London: Sage.
  5. Eristi SD, Kurt AA. Elementary School Students' Perceptions of Technology in their Pictorial Representations, Turkish Online Journal of Qualitative Inquiry, January 2011, 2(1).
  6. Githua BN. & Ngeno JK. Differences in pupils' mathematics self-concept by class level and gender in upper primary schools: Some findings from Kenya's Kericho Municipality. Zimbabwe Journal of Educational Research Vol. 16(3) November 2004: pp. 178-195
  7. Haney W, Russell M, & Bebell D. (2004). Drawing on Education: Using drawings to document schooling and support changes. Harvard Educational Review, 74(3), 241- 271. https://doi.org/10.17763/haer.74.3.w0817u84w7452011
  8. Harter S. (1986). Processes Underlying Childrens' SelfConcept; in J. Suls (ed.). Psicological Perspectives en the Self. (Vol. III). Hillsdale, New Jersey: Lawrence Erlbaun Associates.
  9. Harris LR, Harnett J, & Brown GTL. (2009). Assessment from students' perspectives: Using pupil drawings to examine their conceptions of assessment. In D.M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.) Student perspectives on assessment: What students can tell us about assessment for learning (pp. 53-83). Charlotte, NC: Information Age Publishing.
  10. Hudson P & Hudson S. (2001). Linking visual arts with science and technology in the primary classroom. Investigating: Australian Primary and Junior Science Journal, 17(4), 26-29.
  11. Jackson, P. W. (Ed.) (1992). "Handbook of Research on Curriculum", New York: Mac Millan.
  12. Kroll, D.L., (1989). "Connections Between Psychological Learning Theories and The Elementary Mathematics Curriculum," New Directions for Elementary School Mathematics, 199-211.
  13. Lam L. (2002). "Mathematics Education Reform in Hong Kong", International Conference, The Humanistic Renaissance in Mathematics Education, 204-208.
  14. Lange-Kuttner C, & Vinter A. (2008). Contemporary enquiries into a long-standing domain: Drawing research. In C. Lange-Kuttner & A. Vinter (Eds.), Drawing and the non-verbal mind: A life-span perspective (pp. 1-20). Melbourne: Cambridge University Press.
  15. Pollak HO. (1996) 'Mathematics: the Science of Patterns', Book Review, Notices of the Amer. Math. Soc., November 1996.
  16. Remillard JT. (1999). "Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development", Curriculum Inquire, 29(3), pp. 315-342. https://doi.org/10.1111/0362-6784.00130
  17. Taylor K. (2011). How Does Self-Concept Impact Learning? eHow.com, http://www.ehow.com/info_8719157_selfconcept-impactlearning.html #ixzz1Uq5JrLKL
  18. Thomas GV & Jolley RP. (1998). Drawing conclusions: A re-examination of empirical and conceptual bases for psychological evaluation of children from their drawings. British Journal of Clinical Psychology, 37(2), 127-139. https://doi.org/10.1111/j.2044-8260.1998.tb01289.x
  19. Wheelock A, Bebell D, & Haney W. (2000). What can student drawings tell us about highstakes testing in Massachusetts? Teachers College Record, ID Number: 10634.