The Act and Artifact of Drawing(s) in Mathematics: A Matter of Becoming Aware

• In Event: 52.030 - Investigations in Geometry, Measurement, and Spatial Reasoning

Abstract

Children’s drawings have served different purposes in spatial reasoning research. They are often seen to provide access to cognitive development and as tools to support problem solving. In this paper we ask, what if the act of drawing serves as a means by which children become aware of geometric concepts and relationships, rather than viewing drawings as only a product of that awareness? Through example we offer new insights into the growth of children’s spatial-geometric awareness when the acts of drawing are considered, such as including the order in which marks were made, the gestures and utterances made during drawing, the observable shifts in the ways children attend to their drawing(s), and the alterations made in successive drawings.

Authors

• Lynn M. McGarvey, University of Alberta

• Jennifer Susan Thom, University of Victoria