Drawings as External Representations of Children’s Fundamental Ideas and the Emotional Atmosphere in Geometry Lessons

  • Dubravka Glasnović Gracin University of Zagreb
  • Ana Kuzle University of Potsdam
DOI: https://doi.org/10.26529/cepsj.299
Keywords: drawings, emotional atmosphere, external representations, fundamental ideas, geometry

Abstract

The important role that geometry plays in the mathematics curriculum has been extensively documented. However, the reduction of geometry in school mathematics, and the focus on basic computation and procedures, raises the question of the competencies students acquire and the classroom atmosphere in  geometry lessons. The goal of this multiple case study was to analyse four students’ conceptions of geometry
and the emotional atmosphere in geometry lessons on an individual level. Drawings were used as external representations of the students’ geometrical ideas and the emotional atmosphere. The results show that the participants have a narrow understanding of geometry, and that geometry teaching in their classrooms is reduced to frontal teaching with very limited communication. Nevertheless, the emotional atmosphere
in these four cases could be described as positive or ambivalent. Based on the data, the results are discussed not only with regard to the utility of drawings as a research method to gain insights into students’ conceptions
of geometry and emotional atmosphere in geometry lessons, but also with regard to their theoretical and practical implications. 

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Published
2018-06-26
How to Cite
Glasnović Gracin, D., & Kuzle, A. (2018). Drawings as External Representations of Children’s Fundamental Ideas and the Emotional Atmosphere in Geometry Lessons. Center for Educational Policy Studies Journal, 8(2), 31-53. https://doi.org/10.26529/cepsj.299
Issue
Vol 8 No 2 (2018): Exploring Processes in Constructing Mathematical Concepts and Reasoning through Linking Representations
Section
FOCUS

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