TY - JOUR

T1 - What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving?

AU - Uesaka, Yuri

AU - Manalo, Emmanuel

AU - Ichikawa, Shin'ichi

PY - 2007/6

Y1 - 2007/6

N2 - 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.

AB - 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.

KW - Cross-national comparison

KW - Math word problem solving

KW - Self-constructed diagrams

KW - Student strategy use

UR - http://www.scopus.com/inward/record.url?scp=34247846290&partnerID=8YFLogxK

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U2 - 10.1016/j.learninstruc.2007.02.006

DO - 10.1016/j.learninstruc.2007.02.006

M3 - Article

AN - SCOPUS:34247846290

SN - 0959-4752

VL - 17

SP - 322

EP - 335

JO - Learning and Instruction

JF - Learning and Instruction

IS - 3

ER -