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

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...

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Bibliographic Details
Published inLearning and instruction Vol. 17; no. 3; pp. 322 - 335
Main Authors Uesaka, Yuri, Manalo, Emmanuel, Ichikawa, Shin'ichi
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.06.2007
Elsevier
Subjects
Algebra
Class Activities
Comparative Analysis
Cross-national comparison
Foreign Countries
Japan
Math word problem solving
Mathematics Instruction
New Zealand
Problem Solving
Questionnaires
Self Concept
Self-constructed diagrams
Student Attitudes
Student strategy use
Teaching Methods
Visual Aids
Word Problems (Mathematics)
New Zealand
Japan
Self-constructed diagrams
Student strategy use
Math word problem solving
Cross-national comparison
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Summary: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.
ISSN:0959-4752
1873-3263
DOI:10.1016/j.learninstruc.2007.02.006