ERIC Number: ED604537
Record Type: Non-Journal
Publication Date: 2019
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Using the Drawing-Telling Approach to Reveal Young Children's Mathematical Knowledge
MacDonald, Amy; Murphy, Steve
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (42nd, Perth, Western Australia, Jun 30-Jul 4, 2019)
This paper contributes to the symposium, "Research methods involving children's drawings in mathematical contexts" by exploring the "drawing-telling" approach to researching with young children. "Drawing-telling" is a methodological approach that encourages young children to represent their experiences and understandings through both drawings and accompanying narratives. The authors have used the drawing-telling approach to elicit young children's understandings about measurement within their first few weeks of starting primary school. This paper details the drawing-telling approach, and shares some insights and examples from the larger study of children's measurement knowledge at the start of school. [This paper is the first in a symposium of four papers. For the second paper, "Capturing the Mathematical Drawing Process Using a Digital Pen," see ED604538. For the third paper, "The Nature of Young Children's Attitudes towards Mathematics," see ED604539. For the fourth paper, "Coding Young Learners' Pictorial Responses to an Open-Ended Assessment Task," see ED604540.]
Descriptors: Freehand Drawing, Personal Narratives, Mathematics Skills, Elementary School Students, Concept Formation, Measurement, Misconceptions, Prior Learning, Mathematical Concepts
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Collected Works - General; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Grant or Contract Numbers: N/A
Author Affiliations: N/A