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

Mark Kilpatrick, with Vicki M. Carpenter and Gregor Lomas
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.

Journal issue: 

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