A Picture is Worth a Thousand Words

Understanding our Students' Mathematical Experiences through Drawing


  • Gabriel Matney Bowling Green State Univerisity
  • Corrinne Fischer Northmont Schools
  • Jack Jackson University of Arkansas -- Fort Smith


mathematics, student perceptions, student drawings, international


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.


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How to Cite

Matney, G., Fischer, C., & Jackson, J. (2023). A Picture is Worth a Thousand Words: Understanding our Students’ Mathematical Experiences through Drawing. Ohio Journal of School Mathematics, 93(1), 21–26. Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/9350




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