Solving Graphics Problems: Student Performance in Junior Grades

Lowrie, Thomas; Diezmann, Carmel M.

doi:10.3200/joer.100.6.369-378

Cited by 38 publications

(23 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It could be argued that these subskills should be contained within tasks with a high non-verbal requirement since it has long been hypothesised that non-verbal or spatial reasoning is an important variable in the effect of gender differences in mathematics (Tartre, 1990). Similarly, Lokan et al (2001) concluded that tasks which were saturated with diagrammatic information were more likely to be successfully solved by males e and consequently, tasks that demand high levels of non-verbal reasoning should be a focus of gender-related studies (Lowrie & Diezmann, 2007).…”

Section: Gender Differences In Mathematicsmentioning

confidence: 98%

“…Henceforth, we refer to these types of tasks as ''graphics tasks''. In addition, the study considers the role of gender on task performance given the key role gender appears to play on the decoding of graphics items (Lowrie & Diezmann, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…The information age has provided new and increased demands on our capacity to represent, manipulate and decode information in diagrammatical and graphical forms (Lowrie & Diezmann, 2007). At an early age, students are required to make sense of graphical representations in a variety of contexts.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Solving graphics tasks: Gender differences in middle-school students

Lowrie

Diezmann

2011

Learning and Instruction

Self Cite

View full text Add to dashboard Cite

The capacity to solve tasks that contain high concentrations of visualespatial information, including graphs, maps and diagrams, is becoming increasingly important in educational contexts as well as everyday life. This research examined gender differences in the performance of students solving graphics tasks from the Graphical Languages in Mathematics (GLIM) instrument that included number lines, graphs, maps and diagrams. The participants were 317 Australian students (169 males and 148 females) aged 9e12 years. Boys outperformed girls on graphical languages that required the interpretation of information represented on an axis and graphical languages that required movement between twoand three-dimensional representations (generally Map language).

show abstract

Section: Gender Differences In Mathematicsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Solving graphics tasks: Gender differences in middle-school students

Lowrie

Diezmann

2011

Learning and Instruction

Self Cite

View full text Add to dashboard Cite

show abstract

“…Fuchs et al (2010) found that in younger children (approximately 5 years old), visuospatial ability did not predict procedural calculation or word-problem development. However, Lowrie and Diezmann (2007) identified that visuospatial ability accounted for over 20 % of the variance in performance across four categories of graphic mathematics tasks. These categories of graphics tasks were not aligned to specific content areas; however, all tasks required the decoding of graphic information which was essential in order to solve the task.…”

Section: Visuospatial Ability and Mathematicsmentioning

confidence: 99%

The influence of test mode and visuospatial ability on mathematics assessment performance

Logan

2015

Math Ed Res J

View full text Add to dashboard Cite

Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment-computer-based (CBT) and pencil-and-paper based (PPT)-and visuospatial ability had on students' mathematics test performance. Data from 804 grade 6 Singaporean students were analysed using the knowledge discovery in data design. The results revealed statistically significant differences between performance on CBT and PPT test modes across content areas concerning whole number algebraic patterns and data and chance. However, there were no performance differences for content areas related to spatial arrangements geometric measurement or other number. There were also statistically significant differences in performance between those students who possess higher levels of visuospatial ability compared to those with lower levels across all six content areas. Implications include careful consideration for the comparability of CBT and PPT testing and the need for increased attention to the role of visuospatial reasoning in student's mathematics reasoning.

show abstract

“…Diezmann & Lowrie, 2009b;Lowrie & Diezmann, 2007) have incorporated Mackinlay's framework into mathematics education contexts suitable for primary-aged students. The rationale for the application of this framework was to provide an understanding of how students decode and process information graphics within mathematics teaching and assessment contexts.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The development of the graphics-decoding proficiency instrument

Lowrie

Diezmann

Kay

2011

Evaluation & Research in Education

Self Cite

View full text Add to dashboard Cite

The graphics-decoding proficiency (G-DP) instrument was developed as a screening test for the purpose of measuring students' (aged 8Á11 years) capacity to solve graphics-based mathematics tasks. These tasks include number lines, column graphs, maps and pie charts. The instrument was developed within a theoretical framework which highlights the various types of information graphics commonly presented to students in large-scale national and international assessments. The instrument provides researchers, classroom teachers and test designers with an assessment tool which measures students' G-DP across and within five broad categories of information graphics. The instrument has implications for a number of stakeholders in an era where graphics have become an increasingly important way of representing information.

show abstract

Solving Graphics Problems: Student Performance in Junior Grades

Cited by 38 publications

References 21 publications

Solving graphics tasks: Gender differences in middle-school students

Solving graphics tasks: Gender differences in middle-school students

The influence of test mode and visuospatial ability on mathematics assessment performance

The development of the graphics-decoding proficiency instrument

Contact Info

Product

Resources

About