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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.]
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