How I feel about maths at school—accessing children's understandings through their drawings

Abstract

Accessing children's understandings through traditional methods of assessment can be problematic for teachers. This article explores how the use of drawings by a group of Year 5 children to answer questions about mathematics allowed them to describe their ideas more clearly, and contributed to a deeper knowledge of their beliefs and understandings.

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Citation
Kilpatrick, M., Carpenter, V. M., & Lomas, G. (2006). How I feel about maths at school—accessing children’s understandings through their drawings. Set: Research Information for Teachers, 1, 29–32. https://doi.org/10.18296/set.0569
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