Abstract
This paper describes the sense making of 11- 12- year-olds as they interpret two mathematics items which
include graphics. In particular, it outlines the changed behaviour (and performance) of students when
solving items when slight modifications were made to the graphic or the mathematical language. The results
show that performance increased when the graphic was modified but diminished when the language was
modified. Implications include the need for test designers to carefully consider the graphic embedded
within assessment items.
include graphics. In particular, it outlines the changed behaviour (and performance) of students when
solving items when slight modifications were made to the graphic or the mathematical language. The results
show that performance increased when the graphic was modified but diminished when the language was
modified. Implications include the need for test designers to carefully consider the graphic embedded
within assessment items.
| Original language | English |
|---|---|
| Title of host publication | Navigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia |
| Editors | Merrilyn Goos, Ray Brown, Katie Makar |
| Place of Publication | Brisbane, Australia |
| Publisher | Mathematics Education Research Group of Australasia Inc. |
| Pages | 655-658 |
| Number of pages | 4 |
| Volume | 2 |
| Publication status | Published - 2008 |
| Externally published | Yes |
| Event | 31st annual conference of Mathematics Education Research Group of Australasia - Brisbane, Australia Duration: 28 Jun 2008 → 1 Jul 2008 |
Conference
| Conference | 31st annual conference of Mathematics Education Research Group of Australasia |
|---|---|
| Country/Territory | Australia |
| City | Brisbane |
| Period | 28/06/08 → 1/07/08 |