This study investigated the longitudinal performance of 583 students on six map items that were represented in various graphic forms. Specifically, this study compared the performance of 7- 9-year-olds (across Grades 2 and 3) front metropolitan and non metropolitan locations. The results of the study revealed significant performance differences in favour of metropolitan students on two of six map tasks. A second phase of the study analysed the difficulties non- metropolitan students (n=48) had when interpreting these two tasks. Implications include the need for teachers in non metropolitan locations to ensure that their students do not overly fixate on landmarks represented on maps but rather consider the arrangement of all elements encompassed within the graphic.
|Title of host publication||Developing Mathematical Thinking|
|Place of Publication||Ankara, Turkey|
|Publisher||International Group for the Psychology of Mathematics Education (IGPME) Inc|
|Number of pages||8|
|Publication status||Published - 2011|
|Event||Annual Conference of the International Group for the Psychology of Mathematics Education: PME 35 - Middle East Technical University (METU), Ankara, Turkey|
Duration: 10 Jul 2011 → 15 Jul 2011
|Name||Conference of the International Group for the Psychology of Mathematics Education|
|Publisher||International Group for the Psychology of Mathematics Education|
|Conference||Annual Conference of the International Group for the Psychology of Mathematics Education|
|Abbreviated title||PME 35|
|Period||10/07/11 → 15/07/11|
Lowrie, T., Diezmann, C., & Logan, T. (2011). Primary students’ performance on map tasks: The role of context. In B. Ubuz (Ed.), Developing Mathematical Thinking (Vol. 3, pp. 145-152). (Conference of the International Group for the Psychology of Mathematics Education; Vol. 1). International Group for the Psychology of Mathematics Education (IGPME) Inc.