The effects of perception of efficacy and diagram construction skills on students' spontaneous use of diagrams when solving math word problems

Authors:
Yuri Uesaka;Emmanuel Manalo;Shin'ichi Ichikawa
Affiliations:
Japan Society for the Promotion of Science, Tokyo Institute of Technology;Waseda University;The University of Tokyo
Venue:
Diagrams'10 Proceedings of the 6th international conference on Diagrammatic representation and inference
Year:
2010

Citing 1
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Twelve years of diagrams research

Journal of Visual Languages and Computing

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Abstract

Although diagram use is considered to be one of the most effective strategies for solving problems, reports from applied educational research have noted that students lack spontaneity in using diagrams even when teachers extensively employ diagrams in instructions. To address this problem, the present study investigated the effectiveness of teacher-provided verbal encouragement (VE) and practice in drawing diagrams (PD), as additions to typical math classes, for promoting students' spontaneous use of diagrams when attempting to solve problems. The participants were 86 8th graders who were assigned to one of four instruction conditions: VE+PD, VE only, PD only, and with no addition to typical instruction (Control). The highest improvement in spontaneous diagram use was observed in the VE+PD condition. This finding suggests that, to promote spontaneity in students' diagram use, helping students appreciate the value of diagram use is important, as well as developing procedural knowledge in using diagrams.