Drawings as External Representations of Children's Fundamental Ideas and the Emotional Atmosphere in Geometry Lessons

Autor/inn/en	Gracin, Dubravka Glasnovic; Kuzle, Ana
Titel	Drawings as External Representations of Children's Fundamental Ideas and the Emotional Atmosphere in Geometry Lessons
Quelle	In: Center for Educational Policy Studies Journal, 8 (2018) 2, S.31-53 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Elementary School Students; Elementary School Mathematics; Geometry; Qualitative Research; Case Studies; Foreign Countries; Freehand Drawing; Student Attitudes; Emotional Response; Knowledge Level; Comprehension; Mathematics Instruction; Research Methodology; Geometric Concepts; Coding; Statistical Analysis; Semi Structured Interviews; Content Analysis; Croatia + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Geometrie; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Drawing; Zeichnen; Schülerverhalten; Emotionales Verhalten; Wissensbasis; Verstehen; Verständnis; Mathematics lessons; Mathematikunterricht; Research method; Forschungsmethode; Elementare Geometrie; Codierung; Programmierung; Statistische Analyse; Inhaltsanalyse; Kroatien
Abstract	The important role that geometry plays in the mathematics curriculum has been extensively documented. However, the reduction of geometry in school mathematics, and the focus on basic computation and procedures, raises the question of the competencies students acquire and the classroom atmosphere in geometry lessons. The goal of this multiple case study was to analyse four students' conceptions of geometry and the emotional atmosphere in geometry lessons on an individual level. Drawings were used as external representations of the students' geometrical ideas and the emotional atmosphere. The results show that the participants have a narrow understanding of geometry, and that geometry teaching in their classrooms is reduced to frontal teaching with very limited communication. Nevertheless, the emotional atmosphere in these four cases could be described as positive or ambivalent. Based on the data, the results are discussed not only with regard to the utility of drawings as a research method to gain insights into students' conceptions of geometry and emotional atmosphere in geometry lessons, but also with regard to their theoretical and practical implications. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01