Abstract
The research I discuss in this chapter is part of an ongoing doctoral study exploring Year 5 and 61 students’ epistemological and self-beliefs about mathematics in order to develop a framework for analysing engagement in mathematics classes. Epistemological beliefs address the nature of knowledge and truth, as well as the sources of that knowledge. These beliefs overlap with and impact on self-belief, also termed ability or competence beliefs. Individuals identify and use these beliefs to predict their performance, competence or achievement in particular domains, including mathematics (Schunk & Pajares, 2002; Wigfield & Eccles, 2002). A drawing task is one source of data for my research, along with written responses, video- and audio-recordings based on Nuthall’s method, and interviews. The focus here is on how children view the nature of the mathematical world and whether they see themselves as part of that world, as determined by comparing their responses on a writing and a drawing task.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Abbiss J. IT is a gender thing, or is it? Gender, curriculum culture and students' experiences of specialist IT subjects in a New Zealand High School. Christchurch: University of Canterbury; 2005.
Anning A, Ring K. Making sense of children's drawings. Maidenhead: Open University Press; 2004.
Backett-Milburn K, McKie L. A critical appraisal of the draw and write technique. Health Education Research. 1999;14(3):387–398.
Barnes R. Teaching art to young children 4-9. Abingdon: Routledge; 1987.
Christensen PM, James A. Childhood diversity and commonality: Some methodological insights. In: Christensen PM, James A, editors. Research with children: Perspectives and practices. London and New York, NY: Routledge; 2008. p. 156–172.
De Corte, E., Op 't Eynde, P., & Verschaffel (2002). "Knowing what to believe": The relevance of students' mathematical beliefs for mathematics education. In B. K. Hofer & P. R. Pintich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 297-320). New York: Lawrence Erlbaum Associates.
Freeman M, Mathison S. Researching children's experiences. New York: Guilford Press; 2009.
Golomb C. The child's creation of a pictorial world. Berkeley, CA: University of California Press; 1992.
Green JL, Camilli G, Elmore PB. Handbook of complementary methods in education research. 3rd ed. Mahwah, NJ: Lawrence Erlbaum Associates Publishers; 2006.
Greene S, Hill M. Researching children's experience: methods and methodological issues. In: Greene S, Hogan D, editors. Researching children's experiences: Methods and approaches. London: London; 2005. p. 1–21.
Greene, S., & Hogan, D. (2005). Preface. In S. Greene & D. Hogan (Eds.), Researching children's experiences: Methods and approaches (pp. xi-xiii). London: Sage.
Hanes, J. M., & Weisman, E. (2008). Mages and scimitars: Finding meaning in a pre-adolescent's drawing. Art Education, 45-50.
Hatch JA. Doing qualitative research in education settings. Albany, NY: State University of New York; 2002.
Horstman M, Aldiss S, Richardson A, Gibson F. Methodological issues when using the draw and write technique with children aged 6 to 12 years. Qualitative Health Research. 2008;18(7):1001–1011.
Hubbard R. Authors of pictures, draughtsmen of words. Portsmouth, NH: Heinemann; 1989.
Johnson M. Understanding and encouraging your child's art: How to enhance confidence in drawing ages 2–6. Los Angeles: Lowell House; 1993.
Kilpatrick, M., Carpenter, V. M., & Loma, G. (2006). How I feel about maths at school—accessing children's understanding through their drawings. Set (1), 29-32.
Kress GR, Van Leeuwen T. Reading images: The grammar of visual design. 2nd ed. London: Routledge; 2006.
Leder, G. C., Pehkonen, E., & Törner, G. (2002). Beliefs: A hidden variable in mathematics education? (Vol. 31). Dordrecht: Kluwer Academic Publishers.
Lester FK. Implications of research on students' beliefs for classroom practice. In: Leder GC, Pehkonen E, Törner G, editors. Beliefs: A hidden variable in mathematics education? Dordrecht: Kluwer Academic Publishers; 2002. p. 345–353.
Lim CS, Ernest P. Public images of mathematics. Philosophy of Mathematics Education Journal. 1999;11(16).
Mathison, S. (n.d.).Seeing is believing: The credibility of image based research and evaluation. Retrieved from weblogs.elearning.ubc.ca/…/Seeing%20Is%20Believing%20(draft).doc.
McDonough AM. Naive and yet knowing: Young learners portray beliefs about mathematics. Fitzroy, Victoria: Australian Catholic University; 2002.
McDonough, A. M. (2004). Investigating young children's beliefs about mathematics and learning: The use and value of a range of creative interview tasks. Paper presented at the TSG24. Retrieved from http://www.icme-organisers.dk/tsg24.
Ministry of Education. Mathematics in the New Zealand curriculum. Wellington: Learning Media; 1992.
Ministry of Education. Mathematics in the New Zealand curriculum. Wellington: Learning Media; 1997.
Ministry of Education. The New Zealand curriculum. Wellington: Learning Media Limited; 2007.
Nuthall, G. (2001). Procedures for identifying the information content of student classroom experiences predicting student learning. Unpublished manual. University of Canterbury.
Nuthall G. Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review. 2004;74(3):273–306.
Nuthall G. The hidden lives of learners. Wellington: NZCER Press; 2007.
Rose, G. (2007). Visual methodologies: An introduction to the interpretation of visual materials (2nd ed.). London; Thousand Oaks, CA: Sage.
Schunk DH, Pajares F. The development of academic self-efficacy. In: Wigfield A, Eccles JS, editors. Development of achievement motivation. San Diego: Academic Press; 2002. p. 15–31.
Short, K. G., Kauffman, G., & Kahn, L. H. (2000). "I just need to draw": Responding to literature across multiple sign systems. The Reading Teacher, 54(2), 160-171.
Sidelnick MA, Svoboda ML. The bridge between drawing and writing: Hannah's story. The Reading Teacher. 2000;54(2):174–184.
Van Manen M. Researching lived experience: Human science for an action sensitive pedagogy. London, Ont.: Althouse Press; 1990.
Veale A. Creative methodologies in participatory research with children. In: Greene S, Hogan D, editors. Researching children's experiences: Methods and approaches. London: Sage; 2005. p. 252–272.
Vygotsky LS, Cole M. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; 1978.
Wigfield A, Eccles J, editors. Development of achievement motivation. San Diego: Academic Press; 2002.
Young-Loveridge, J., Taylor, M., Sharma, S., & Hawera, N. (2006). Students' perspectives on the nature of mathematics: Finding from the New Zealand Numeracy Development Project 2005 (pp. 55-64). Wellington: Learning Media.
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Solomon, C. (2012). Accessing Children’s Beliefs about Mathematics Through their Drawings. In: Kaur, B. (eds) Understanding Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-864-3_9
Download citation
DOI: https://doi.org/10.1007/978-94-6091-864-3_9
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-864-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)