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Picker, Susan H.; Berry, John

doi:10.1023/a:1017523230758

Cited by 110 publications

(49 citation statements)

References 23 publications

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“…Finson (2002) also considered the extension of Chambers' (1983) seven stereotypical elements in the DAST-C introduced in 1995 by Finson, Beaver and Cramond (1995). The DAST has been further adapted to access images of engineers (Knight & Cunningham, 2004;Thompson & Lyons, 2008) and mathematicians (Pickle & Berry, 2000).…”

Section: Accessing Stem Images With Drawing-based Instrumentsmentioning

confidence: 99%

Achieving Diversity in STEM: The Role of Drawing-Based Instruments

McCann¹,

Marek²

2016

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Are drawing-based instruments such as the Draw-A-Scientist-Test (DAST) and its derivatives effective probes for assessing the images of scientists held by girls and children of diverse ethnicities in developed countries, children in Asia, and children in the developing world? This paper is a review of the literature from 2002 to the present designed to answer that question. It also addresses a second research question of what insights these images reveal that can inform development of inclusive science curricula. Scientist image data obtained from drawing-based images reveal that drawings are heavily influenced by culture, gender and socio-economic status. These findings suggest an opportunity to engage girls and ethnic minority children in Science, Technology, Engineering and Mathematics (STEM) learning by integrating gender and ethnic content into STEM curriculum following the model developed by Joseph Banks (1989) for social studies and history curriculum.

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Section: Accessing Stem Images With Drawing-based Instrumentsmentioning

confidence: 99%

Achieving Diversity in STEM: The Role of Drawing-Based Instruments

McCann¹,

Marek²

2016

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“…An interesting observation is that in neither country was there a negative attitude towards the teacher found in the drawings. This is unlike the results of the findings of Picker and Berry (2000), where the drawings of the teacher showed that they did not always have control over the group of students or the content being taught. Instead, in our study, in both countries the interaction between a teacher and students seemed to be positive in the drawings.…”

Section: R E T R a C T E Dmentioning

confidence: 99%

RETRACTED ARTICLE: Young students' drawings reveal perceptions of mathematics class in Finland and the USA

2014

Research in Mathematics Education

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In this paper we analyse drawings made by students from the U.S. and Finland when asked to draw their mathematics class. This activity was given to students from 8 classes (n = 131, 9-10 years old) in Finland and 5 classes (n = 94, 8-9 years old) in the U.S. Two separate analyses were conducted: an a priori coding of all drawings and an in-depth analysis of 3 drawings from each country. The coding of drawings focused on students' conceptions about communication and teaching in mathematics. The in-depth analyses captured additional aspects of the class. The results show that the U.S. students have greater self-confidence with respect to knowing/learning mathematics than their Finnish counterparts. In addition, U.S. comments during class were more related to the lesson (teaching), and their teachers gave more feedback. However, little meaningful differences in the overall communication patterns in the Finnish and U.S. classrooms were found.Although much has been written recently about education in Finland to explain Finnish students' very strong performance on international tests such as PISA (e.g., DarlingHammond, 2010), the emphasis of the analysis has primarily focused on systemic and/or policy changes in Finland. Our goal was to explore Finnish students' experiences of classroom mathematics and to contrast those experiences with the experiences of U.S. students (3 rd school year, 8-10 years of age), in both cases through their own eyes, i.e., through their drawings. We were interested in what students considered relevant, what they included in their drawings, and particularly in whether their drawings provided insights into the nature of communication in the mathematics classroom. Relevant literatureIn our review of pertinent literature related to our study we will review three areas. The first section will focus on research on students' drawings as a communication tool. The second section will focus on using drawings as a data source about the nature of communcation in the mathematics classroom. The final section will look at research on methods of collecting data from young children.

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“…Despite the potential of investigating YA literature to view commonly discussed ideas in our society, mathematics has rarely been a focus. Furthermore, although the images of mathematics as a subject have been explored by looking into students' drawings (Picker & Berry, 2000), advertisements and films (Evans, Tsatsaroni, & Staub, 2007), and in many other forms, we encourage teachers and other scholars to analyze with young readers the issues of identity and belonging, stereotyping and discrimination, and the potential for productive identifying as a mathematical doer and learner.…”

Section: Mathematics Learning Experiences In Ya Literaturementioning

confidence: 99%