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The knowledge produced through student drawings

Drawings have been extensively used as a research method to gather data from research participants including school students regarding their perceptions of mathematics and its teaching and learning. What is valued in drawing-based research in mathematics education, and what kind of knowledge is prod...

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Autor principal: Hatisaru, Vesife
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9676250/
https://www.ncbi.nlm.nih.gov/pubmed/36420396
http://dx.doi.org/10.3389/fpsyg.2022.1042383
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author Hatisaru, Vesife
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description Drawings have been extensively used as a research method to gather data from research participants including school students regarding their perceptions of mathematics and its teaching and learning. What is valued in drawing-based research in mathematics education, and what kind of knowledge is produced through student drawings, however, is not known. This study examines drawing-based research studies to understand these questions by applying a novel framework – the legitimation code theory (LCT). The study focuses on two cases: one of which looked at middle school students’ images of mathematicians (draw a mathematician) and the other examined the same age group students’ descriptions of mathematics classrooms (draw a mathematics classroom). Within both studies, greater emphases are on the students’ perceptions relating to the discipline-related issues such as teaching and learning of mathematics, mathematics classroom experiences, and practices and tools of mathematicians. Students’ perceptions of the mathematics discipline and their attitudes toward mathematics and perceptions of the attributes of mathematicians are also a focus. The study offers the LCT approach to critically analyze the drawing-based research in the mathematics education field to contribute to the production of significant and needed knowledge in the field.
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spelling pubmed-96762502022-11-22 The knowledge produced through student drawings Hatisaru, Vesife Front Psychol Psychology Drawings have been extensively used as a research method to gather data from research participants including school students regarding their perceptions of mathematics and its teaching and learning. What is valued in drawing-based research in mathematics education, and what kind of knowledge is produced through student drawings, however, is not known. This study examines drawing-based research studies to understand these questions by applying a novel framework – the legitimation code theory (LCT). The study focuses on two cases: one of which looked at middle school students’ images of mathematicians (draw a mathematician) and the other examined the same age group students’ descriptions of mathematics classrooms (draw a mathematics classroom). Within both studies, greater emphases are on the students’ perceptions relating to the discipline-related issues such as teaching and learning of mathematics, mathematics classroom experiences, and practices and tools of mathematicians. Students’ perceptions of the mathematics discipline and their attitudes toward mathematics and perceptions of the attributes of mathematicians are also a focus. The study offers the LCT approach to critically analyze the drawing-based research in the mathematics education field to contribute to the production of significant and needed knowledge in the field. Frontiers Media S.A. 2022-11-07 /pmc/articles/PMC9676250/ /pubmed/36420396 http://dx.doi.org/10.3389/fpsyg.2022.1042383 Text en Copyright © 2022 Hatisaru. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Hatisaru, Vesife
The knowledge produced through student drawings
title The knowledge produced through student drawings
title_full The knowledge produced through student drawings
title_fullStr The knowledge produced through student drawings
title_full_unstemmed The knowledge produced through student drawings
title_short The knowledge produced through student drawings
title_sort knowledge produced through student drawings
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9676250/
https://www.ncbi.nlm.nih.gov/pubmed/36420396
http://dx.doi.org/10.3389/fpsyg.2022.1042383
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