“[He] Has Impaired Vision Due to Overworking”: Students’ Views About Mathematicians

Hatısaru, Vesife

doi:10.1007/978-3-030-50526-4_9

Cited by 4 publications

(12 citation statements)

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“…Within these studies, the knowledge produced representing the knowledge code includes students’ perceptions of the mathematical content area. It is reported that Algebra, Numbers and Operations, and Geometry were the remarkable mathematical content domains in the students’ DAMT portrayals (e.g., Hatisaru, 2019a , 2020c ). In addition to these, some mathematical theorems (e.g., Hasse-Arf Theorem) were captured in a few students’ drawings which depicted a mathematician ( Hatisaru, 2020c ).…”

Section: Resultsmentioning

confidence: 99%

“…The élite code foregrounds both epistemic and SRs (ER+, SR+). The knowledge produced representing this code is typically where students’ perceptions relating to the work of, and the tools used by, mathematicians ( Hatisaru, 2020c ) and mathematics teachers ( Hatisaru, 2019a ) are provided. The findings include that, according to the students, the chief discipline-related activities of mathematicians were studying or creating mathematics, and the chief activities of mathematics teachers were teaching, explaining, or demonstrating.…”

Section: Resultsmentioning

confidence: 99%

“…The findings include that, according to the students, the chief discipline-related activities of mathematicians were studying or creating mathematics, and the chief activities of mathematics teachers were teaching, explaining, or demonstrating. The primary tools used by mathematicians and mathematics teachers included a whiteboard and books, and in a few cases concrete materials and technological tools (Hatisaru, 2019a(Hatisaru, , 2020c.…”

Section: Findings the Damt Researchmentioning

confidence: 99%

“…The knower code represents a study focus which foregrounds SRs and backgrounds ERs (ER-, SR+). The students' perceptions of the gender and attractiveness of mathematicians and mathematics teachers are among the knowledge produced representing this code (Hatisaru, 2019a(Hatisaru, , 2020c. It is reported that the students exhibited occupational gender stereotypes.…”

Section: Findings the Damt Researchmentioning

confidence: 99%

“…The author investigated a large sample of middle school students’ perceptions of mathematicians and their work through analyzing their draw-a-mathematician-test (DAMT; Picker and Berry, 2001 ) pictures (hereafter referred to as the DAMT research). The students’ drawings ( Figure 1 ) grouped into two separate categories: drawings depicting a mathematician at work ( Hatisaru, 2020c ), or drawings depicting a mathematics teacher in the classroom ( Hatisaru, 2019a ). The author explored the types of teaching in mathematics classrooms according to the students by concentrating on the latter group ( Hatisaru, 2019b ).…”

Section: Introductionmentioning

confidence: 99%

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The knowledge produced through student drawings

Hatısaru

2022

Front. Psychol.

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Drawings have been extensively used as a research method to gather data from research participants including school students regarding their perceptions of mathematics and its teaching and learning. What is valued in drawing-based research in mathematics education, and what kind of knowledge is produced through student drawings, however, is not known. This study examines drawing-based research studies to understand these questions by applying a novel framework – the legitimation code theory (LCT). The study focuses on two cases: one of which looked at middle school students’ images of mathematicians (draw a mathematician) and the other examined the same age group students’ descriptions of mathematics classrooms (draw a mathematics classroom). Within both studies, greater emphases are on the students’ perceptions relating to the discipline-related issues such as teaching and learning of mathematics, mathematics classroom experiences, and practices and tools of mathematicians. Students’ perceptions of the mathematics discipline and their attitudes toward mathematics and perceptions of the attributes of mathematicians are also a focus. The study offers the LCT approach to critically analyze the drawing-based research in the mathematics education field to contribute to the production of significant and needed knowledge in the field.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Findings the Damt Researchmentioning

confidence: 99%

Section: Findings the Damt Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The knowledge produced through student drawings

Hatısaru

2022

Front. Psychol.

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Gender differences in reading and numeracy achievement across the school years

2022

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Developing students’ reading and numeracy skills remain key goals of contemporary schooling. In Australia, the National Assessment Program – Literacy and Numeracy (NAPLAN) tests have assessed these skills since 2008. Previous research found a significant gender gap in favour of females for the NAPLAN writing test, yet no study has examined whether gender gaps exist for reading and numeracy or their developmental pattern across the school years. Given the educational and public interest in NAPLAN and its considerable costs, it is important to understand what these tests reveal about student outcomes. The paper presents the first investigation of patterns of male and female student achievement on the NAPLAN reading and numeracy tests from 2008 to 2021. It applies the equivalent year level technique to explain the pedagogical significance of NAPLAN achievement and compares the findings with the writing gender gap to present a fuller picture of male and female achievement.

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