Children Must Learn to Draw Diagrams

Yancey, Anna V.

doi:10.5951/at.36.7.0015

Cited by 13 publications

(4 citation statements)

References 3 publications

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“…Such programs can be modified and tailored to individual students based on their proficiency with each phase of problem solving. Although there have been a few studies that focused on teaching students specifically to use visual representation when they solve problems (e.g., van Garderen, 2007; Willis & Fuson, 1988; Yancey, Thompson, & Yancey, 1989), the research base is quite limited. Visual representation should be taught generically so that students develop conceptual understanding of the process and can apply it effectively, efficiently, and flexibly across problem types.…”

Section: Discussionmentioning

confidence: 99%

Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability

Krawec

2012

J Learn Disabil

109

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The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

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Section: Discussionmentioning

confidence: 99%

Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability

Krawec

2012

J Learn Disabil

109

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“…In the last decade, articles published in journals such as The Reading Teacher and Arithmetic Teacher have suggested that student-generated drawings can be used for a variety of tasks. Suggested uses have include vocabulary acquisition (Ford, 1988; Zivkovich, 1997), arithmetic problem solving (van Essen & Hamaker, 1990; Yancey, Thompson, & Yancey, 1989), understanding story grammar (Ritchie, 1988); prewriting (Karnowski, 1989; Lewis, Wray, & Rospigliosi, 1994), facilitation of comprehension (Shanklin & Rhodes, 1989; Stein & Power, 1996), and as a means of knowledge expression (Ernst, 1997; Guillaume, 1998). By contrast, few empirical tests of drawing construction have been published, and much remains unknown about this learning process.…”

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confidence: 99%

Drawing construction as a strategy for learning from text.

Meter¹

2001

Journal of Educational Psychology

135

137

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Classroom use of student-generated drawings has been encouraged for a number of purposes (e.g., R. Hubbard & K. Ernst, 1996). The present study examined the use of drawing as a learning strategy for 5thand 6th-grade students reading science text. Three experimental drawing conditions and a reading control tested the hypothesis that drawing is effective only when students are supported during the construction process. Drawing (draw) participants constructed drawings only, whereas illustration comparison participants compared drawings with a provided illustration. Prompted illustration comparison (PIC) participants answered prompting questions to guide this comparison process. Dependent measures included a free-recall and recognition posttest, drawing accuracy, on-line self-monitoring behaviors, and time on task. PIC participants constructed the most accurate drawings and also scored significantly higher on the free-recall posttest. No differences were found on recognition posttest items. Although all drawing conditions spent significantly more time on task, these participants also engaged in significantly more self-monitoring events than did reading control participants. PIC participants also engaged in more events than did draw participants. Revision

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“…Los diagramas se consideran como representaciones estructurales en los que los detalles superficiales no son importantes (Pantziara, Gagatsis y Pitta-Pantazi, 2004). En resolución de problemas, un diagrama puede servir para representar la estructura de un problema, por lo que su uso ha sido identificado como una de las estrategias y ha sido incorporado como elemento metodológico en propuestas para mejorar la eficiencia en la resolución de problemas matemáticos (Lewis, 1989;Uesaka, PNA 10(4) Manalo e Ichikawa, 2007;van Garderen, 2007;Yancey, Thompson y Yancey, 1989).…”

Section: Uso De Diagramas En La Resolución De Problemasunclassified

<p>Interpretación de diagramas de comparación multiplicativa por estudiantes de secundaria</p>

González¹,

Castro-Rodríguez

Castro

2017

pna

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Este trabajo se centra en procesos de traducción de problemas gráficos de comparación multiplicativa a representación verbal y simbólica. Pedimos a 89 estudiantes del primer curso de educación secundaria que inventaran un problema que se ajustara a un diagrama y que escribieran una ecuación que integrara las relaciones del diagrama. Los dos procesos de traducción se han mostrado difíciles para los estudiantes, provocando diversidad de respuestas. El análisis conjunto de las respuestas reveló que la competencia de los estudiantes en el proceso de invención no es independiente de la traducción algebraica. Interpretation of multiplicative comparison diagrams by secondary school students This work focuses on translation processes of graphic multiplicative comparison problems to verbal and symbolic representation. We asked 89 students of the first year of secondary school to invent a problem that fits a diagram and to write an equation that integrates the relations of the diagram. The two translation processes have proved difficult for students, resulting diversity of responses. The analysis of the responses revealed that the competence of the students in the process of posing is not independent of the algebraic translation.Handle: http://hdl.handle.net/10481/41629WOS-ESCI

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Children Must Learn to Draw Diagrams

Cited by 13 publications

References 3 publications

Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability

Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability

Drawing construction as a strategy for learning from text.

<p>Interpretación de diagramas de comparación multiplicativa por estudiantes de secundaria</p>

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