Assessing primary students' knowledge of maps

Carmel Diezmann, Thomas Lowrie

    Research output: Book chapter/Published conference paperConference paper

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    Abstract

    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.
    Original languageEnglish
    Title of host publicationPME32-NA30 Joint Meeting
    Subtitle of host publicationMathematical ideas: History, Education and Cognition
    EditorsA Sepúlveda A Sepú Sepúlveda
    Place of PublicationMorealia, Michoacán, México
    PublisherPME
    Pages415-421
    Number of pages7
    Publication statusPublished - 2008
    EventAnnual conference of the International Group for the Psychology of Mathematics Education (PME) and the North American (NA) Chapter - Morealia, Michoacán, México
    Duration: 17 Jul 200821 Jul 2008

    Conference

    ConferenceAnnual conference of the International Group for the Psychology of Mathematics Education (PME) and the North American (NA) Chapter
    Period17/07/0821/07/08

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  • Cite this

    Diezmann, C., & Lowrie, T. (2008). Assessing primary students' knowledge of maps. In A. S. A. S. Sepúlveda (Ed.), PME32-NA30 Joint Meeting: Mathematical ideas: History, Education and Cognition (pp. 415-421). PME.