Abstract
Following the teaching of a unit on mass measurement to 274 children (6 to 8 years of age), each of 13 classroom teachers administered an open-ended assessment task. Children represented their perceived knowledge of mass measurement in response to an “Impress Me” prompt. Drawn and written recordings were complex and multi-dimensional, ranging from drawings and/or descriptions of activities children had undertaken or materials they had used, to the articulation of understandings related to foundational ideas of measure. The complexity of categorising and coding the pictorial responses of children is central to this paper. Interpreting children’s drawings is not straightforward and this has implications for classroom teachers.
| Original language | English |
|---|---|
| Title of host publication | Mathematics Education Research: Impacting Practice |
| Subtitle of host publication | Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia |
| Editors | Gregory Hine, Susan Blackley, Audrey Cooke |
| Place of Publication | Adelaide SA Australia |
| Publisher | Mathematics Education Research Group of Australasia (MERGA) |
| Pages | 112-116 |
| Number of pages | 5 |
| Publication status | Published - 2019 |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia Duration: 30 Jun 2019 → 4 Jul 2019 Conference number: 42nd https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings) |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2019 |
|---|---|
| Abbreviated title | MERGA 2019 |
| Country/Territory | Australia |
| City | Perth |
| Period | 30/06/19 → 4/07/19 |
| Internet address |