Essential differences between high and low performers' thinking about graphically oriented numeracy items

Carmel Diezmann, Tom Lowrie, Nahum Kozak

Research output: Book chapter/Published conference paperConference paper

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Abstract

This study compared the thinking of five high performing and five low performing primary students on a set of graphically-oriented numeracy items. Generally, their thinking differed in four ways. First, high performers drew on existing knowledge and skills, which low performers appeared to lack. Second, high performers used multiple cues to complete tasks, whereas low performers worked from a single cue or overlooked cues. Third, high performers used simple solution procedures correctly; in contrast, low performers used more mentally demanding procedures with limited success. Finally, high performers were more knowledgeable about everyday graphics than low performers
Original languageEnglish
Title of host publicationMERGA 30
Subtitle of host publicationMathematics: Essential research, essential practice
Place of PublicationAdelaide, Australia
PublisherMERGA Inc
Pages226-235
Number of pages10
Volume1
ISBN (Electronic)9781920846138
Publication statusPublished - 2007
EventMathematics Education Research Group of Australasia (MERGA) Conference 2007 - Hobart, TAS, Australia
Duration: 02 Jul 200706 Jul 2007

Conference

ConferenceMathematics Education Research Group of Australasia (MERGA) Conference 2007
CountryAustralia
Period02/07/0706/07/07

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    Diezmann, C., Lowrie, T., & Kozak, N. (2007). Essential differences between high and low performers' thinking about graphically oriented numeracy items. In MERGA 30: Mathematics: Essential research, essential practice (Vol. 1, pp. 226-235). MERGA Inc.