Primary students' performance on map tasks: The role of context

Thomas Lowrie, Carmel Diezmann, Tracy Logan

    Research output: Book chapter/Published conference paperConference paperpeer-review

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    Abstract

    This study investigated the longitudinal performance of 583 students on six map items that were represented in various graphic forms. Specifically, this study compared the performance of 7- 9-year-olds (across Grades 2 and 3) from metropolitan and non-metropolitan locations. The results of the study revealed significant performance differences in favour of metropolitan students on two of six map tasks. A second phase of the study analysed the difficulties non- metropolitan students (n=48) had when interpreting these two tasks. Implications include the need for teachers in non-metropolitan locations to ensure that their students do not overly fixate on landmarks represented on maps but rather consider the arrangement of all elements encompassed within the graphic.
    Original languageEnglish
    Title of host publicationPME 35
    Subtitle of host publicationDeveloping mathematical thinking
    EditorsB. Ubuz
    PublisherPME
    Pages145-152
    Number of pages8
    Publication statusPublished - 2011
    EventInternational Group of the Psychology of Mathematics Education (PME) conference - Ankara, Turkey, Turkey
    Duration: 10 Jul 201115 Jul 2011

    Conference

    ConferenceInternational Group of the Psychology of Mathematics Education (PME) conference
    Country/TerritoryTurkey
    Period10/07/1115/07/11

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