Learning about our students’ perceptions of mathematics can help teachers better understand students’ mathematical efficacy and aid in the creation of lessons that foster positive mathematical learning experiences. In this article, we share some students’ perceptions of doing mathematics through their drawings. We looked at students from three different grade levels in three different countries: China, Fiji, and the United States. We discuss what we learned from these drawings as teachers and how teachers can use the drawing task to learn more about their student’s perceptions of doing mathematics.
Matney, G., Fischer, C., & Jackson, J. (2023). A Picture is Worth a Thousand Words: Understanding our Students’ Mathematical Experiences through Drawing. Ohio Journal of School Mathematics, 93(1), 21–26. Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/9350
Matney, Gabriel T.; Fischer, Corrinne; and Jackson, Jack L. II, "A Picture is Worth a Thousand Words: Understanding our Students' Mathematical Experiences through Drawing" (2023). School of Inclusive Teacher Education Faculty Publications. 2.
Ohio Journal of School Mathematics
The Ohio State University
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