The Effect of Drawing on Learning Math in Iran

Maryam TanZadeh, Somayeh Motamed

Abstract


Drawing strategy is one of the most useful tools of problem solving and in case of using it, the issue becomes more tangible and the problem solver obtains a clearer understanding of the issue data. The aim of this study was to evaluate the effect of drawing on the math learning of students. The present study is a descriptive study. The statistical population of this study included all grade seven students and teachers as 80 students and 4 teachers in 2015-16 academic years. Due to the low volume of the study, all grade seven students and teachers were studied to get more accurate and scientific results. Data collection tools in this study consist of two standard questionnaires one of which is related to teachers and the other to students. Research data were analyzed at two descriptive and inferential statistics levels through SPSS software. The results show that mathematics education by drawing has a positive impact on both the learning and on solving math problems. Drawing shapes increases the interest of students to learn mathematical concepts. The teachers’ information about figure drawing is high and math teachers benefit figure drawing in their teaching. But, in the view point of seventh grade math teachers, figure drawing strategy has not been paid attention to competently.

Full Text:

PDF 140-145

References


Bang, Seung-Jin, & Choi, Jung-Oh. (2010). Implementations of mentorship program model for the academic creativities of mathematics. Journal of Gifted/Talented Education, 20(1), 205-229.

Bayat, M, & Khatami, Z. (2014). Solving a System of Linear Equations by Homotopy Analysis Method. Caspian Journal of Mathematical Sciences (CJMS), 2(1), 77-84 [In Persian].

Evetts, Julia. (2017). The sociology of educational ideas: Routledge.

Felmer, Patricio Luis, Pehkonen, Erkki, & Kilpatrick, Jeremy. (2016). Posing and solving mathematical problems: Springer.

Greeno, James G. (2017). Forms of understanding in mathematical problem solving Learning and motivation in the classroom (pp. 83-112): Routledge.

Innabi, Hanan, & El Sheikh, Omar. (2007). The change in mathematics teachers' perceptions of critical thinking after 15 years of educational reform in Jordan. Educational Studies in Mathematics, 64(1), 45-68.

Jones, Ian, Swan, Malcolm, & Pollitt, Alastair. (2015). Assessing mathematical problem solving using comparative judgement. International Journal of Science and Mathematics Education, 13(1), 151-177.

Özsoy, Gökhan, & Ataman, Ayşegül. (2017). The effect of metacognitive strategy training on mathematical problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82.

Presmeg, Norma. (2018). in Mathematical Problem-Solving: Broadening the Scope of Research on Mathematical Problem Solving: A Focus on Technology, Creativity and Affect.

Schoenfeld, Alan H. (2014). Mathematical problem solving: Elsevier.

Smith, Gerald F. (2003). Beyond critical thinking and decision making: Teaching business students how to think. Journal of Management Education, 27(1), 24-51.

Symons, Duncan, & Pierce, Robyn. (2019). Active Use of Digital Technologies in Mathematical Problem Solving Redesigning Higher Education Initiatives for Industry 4.0 (pp. 183-203): IGI Global.

Zhou, Xinlin, Li, Mengyi, Li, Leinian, Zhang, Yiyun, Cui, Jiaxin, Liu, Jie, & Chen, Chuansheng. (2018). The semantic system is involved in mathematical problem solving. Neuroimage, 166, 360-370.


Refbacks

  • There are currently no refbacks.


World of Researches Publication