What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving?

Yuri Uesaka, Emmanuel Manalo, Shin'ichi Ichikawa

    Research output: Contribution to journalArticle

    45 Citations (Scopus)


    This study investigated factors promoting the use of self-constructed diagrams by examining students' perceptions and daily class activities, and comparing Japanese (n = 291) and New Zealand (n = 323) students. Algebra word problems and a questionnaire were administered. The results revealed that the New Zealand students used diagrams more often and scored higher than their Japanese counterparts. Lack of confidence and perceptions of difficulty in diagram use, and viewing diagrams more as a strategy that teachers use, were found to link with lower use. Possible ways of promoting diagram use in math word problem solving are discussed.

    Original languageEnglish
    Pages (from-to)322-335
    Number of pages14
    JournalLearning and Instruction
    Issue number3
    Publication statusPublished - 2007 Jun



    • Cross-national comparison
    • Math word problem solving
    • Self-constructed diagrams
    • Student strategy use

    ASJC Scopus subject areas

    • Developmental and Educational Psychology
    • Education

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