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

Yuri Uesaka*, Emmanuel Manalo, Shin'ichi Ichikawa

*この研究の対応する著者

    研究成果: Article査読

    53 被引用数 (Scopus)

    抄録

    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.

    本文言語English
    ページ(範囲)322-335
    ページ数14
    ジャーナルLearning and Instruction
    17
    3
    DOI
    出版ステータスPublished - 2007 6

    ASJC Scopus subject areas

    • 発達心理学および教育心理学
    • 教育

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