Abstract
Learning about our students’ perceptions of mathematics can help teachers better understand students’ mathematical efficacy and aid in the creation of lessons that foster positive mathematical learning experiences. In this article, we share some students’ perceptions of doing mathematics through their drawings. We looked at students from three different grade levels in three different countries: China, Fiji, and the United States. We discuss what we learned from these drawings as teachers and how teachers can use the drawing task to learn more about their student’s perceptions of doing mathematics.
Keywords
mathematics, student perceptions, student drawings, international
How to Cite
Matney, G., Fischer, C. & Jackson, J., (2023) “A Picture is Worth a Thousand Words”, Ohio Journal of School Mathematics 93(1), 21--26. doi: https://doi.org/10.18061/ojsm.4200
Rights
Gabriel Matney, Corrinne Fischer, Jack Jackson