### Abstract

Although many studies have shown that diagrams are effective tools for problem solving, research evidence shows that students do not always use diagrams effectively. One of the most serious problems is their lack of spontaneity in diagram use. However, no previous studies have examined whether teachers are adequately aware of this problem. In this investigation, data were gathered on students' mathematics performance (including their spontaneous use of diagrams) and teachers' predictions of the students' performance. Using a mathematical model (Uesaka & Nakagawa, 2010) to analyze the data, it was found that the parameter representing the accuracy of teachers' prediction was lower for their assessment of spontaneous diagram use compared to other mathematical tasks. This suggests that spontaneity in diagram use is an overlooked aspect in teachers' view of student performance.

Original language | English |
---|---|

Pages (from-to) | 312-314 |

Number of pages | 3 |

Journal | Unknown Journal |

Volume | 7352 LNAI |

DOIs | |

Publication status | Published - 2012 |

### Fingerprint

### Keywords

- math problem solving
- mathematical model based analysis
- spontaneous diagram use
- teachers' awareness

### ASJC Scopus subject areas

- Computer Science(all)
- Theoretical Computer Science

### Cite this

*Unknown Journal*,

*7352 LNAI*, 312-314. https://doi.org/10.1007/978-3-642-31223-6_36

**Are teachers aware of students' lack of spontaneity in diagram use? Suggestions from a mathematical model-based analysis of teachers' predictions.** / Uesaka, Yuri; Manalo, Emmanuel; Nakagawa, Masanori.

Research output: Contribution to journal › Article

*Unknown Journal*, vol. 7352 LNAI, pp. 312-314. https://doi.org/10.1007/978-3-642-31223-6_36

}

TY - JOUR

T1 - Are teachers aware of students' lack of spontaneity in diagram use? Suggestions from a mathematical model-based analysis of teachers' predictions

AU - Uesaka, Yuri

AU - Manalo, Emmanuel

AU - Nakagawa, Masanori

PY - 2012

Y1 - 2012

N2 - Although many studies have shown that diagrams are effective tools for problem solving, research evidence shows that students do not always use diagrams effectively. One of the most serious problems is their lack of spontaneity in diagram use. However, no previous studies have examined whether teachers are adequately aware of this problem. In this investigation, data were gathered on students' mathematics performance (including their spontaneous use of diagrams) and teachers' predictions of the students' performance. Using a mathematical model (Uesaka & Nakagawa, 2010) to analyze the data, it was found that the parameter representing the accuracy of teachers' prediction was lower for their assessment of spontaneous diagram use compared to other mathematical tasks. This suggests that spontaneity in diagram use is an overlooked aspect in teachers' view of student performance.

AB - Although many studies have shown that diagrams are effective tools for problem solving, research evidence shows that students do not always use diagrams effectively. One of the most serious problems is their lack of spontaneity in diagram use. However, no previous studies have examined whether teachers are adequately aware of this problem. In this investigation, data were gathered on students' mathematics performance (including their spontaneous use of diagrams) and teachers' predictions of the students' performance. Using a mathematical model (Uesaka & Nakagawa, 2010) to analyze the data, it was found that the parameter representing the accuracy of teachers' prediction was lower for their assessment of spontaneous diagram use compared to other mathematical tasks. This suggests that spontaneity in diagram use is an overlooked aspect in teachers' view of student performance.

KW - math problem solving

KW - mathematical model based analysis

KW - spontaneous diagram use

KW - teachers' awareness

UR - http://www.scopus.com/inward/record.url?scp=84863622688&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84863622688&partnerID=8YFLogxK

U2 - 10.1007/978-3-642-31223-6_36

DO - 10.1007/978-3-642-31223-6_36

M3 - Article

VL - 7352 LNAI

SP - 312

EP - 314

JO - Nuclear Physics A

JF - Nuclear Physics A

SN - 0375-9474

ER -