This study explored primary students' knowledge of maps through a sample of mathematics test items. One cohort completed these items annually for three years in a mass testing situation. Another cohort was interviewed once on the same map items. Mass testing results revealed that students' performance generally improved over time. However, significant gender differences in favour of boys were noted annually on each item. Interview results highlighted key difficulties experienced by both girls and boys including interpreting vocabulary incorrectly, attending to the incorrect foci on maps, and overlooking critical information. Our results indicate a need for a focus on extracting and reading information from maps, and analysing and interpreting this information. Girls' achievement should be closely monitored.
|Title of host publication||PME32-NA30 Joint Meeting|
|Subtitle of host publication||Mathematical ideas: History, Education and Cognition|
|Editors||A SepÃºlveda A SepÃº SepÃºlveda|
|Place of Publication||Morealia, Michoacán, México|
|Number of pages||7|
|Publication status||Published - 2008|
|Event||Annual conference of the International Group for the Psychology of Mathematics Education (PME) and the North American (NA) Chapter - Morealia, Michoacán, México|
Duration: 17 Jul 2008 → 21 Jul 2008
|Conference||Annual conference of the International Group for the Psychology of Mathematics Education (PME) and the North American (NA) Chapter|
|Period||17/07/08 → 21/07/08|
Diezmann, C., & Lowrie, T. (2008). Assessing primary students' knowledge of maps. In A. S. A. S. SepÃºlveda (Ed.), PME32-NA30 Joint Meeting: Mathematical ideas: History, Education and Cognition (pp. 415-421). PME.