;
Lorem Ipsum Dolor Spring 2016
25
Geometry No main variations in
strategy observed that
affected reading the
graphic
Fastest times deduced or
knew exactly how to
calculate the answer
(content
knowledge/experience);
the main issue with this
task was content
knowledge- knowing how
to calculate it or not
Overall students felt the
graphic was
straightforward and easy
to interpret; a couple
students questioned the
use of an arrow to
indicate the side length
vs. using a capped line
or just the number next
to the side of the square.
Map More efficient students
used faster scanning
strategies, held place
when possible when
flipping between
components (key, map,
questions),
conscientiously noted
location of item to go
back to, and used
hands differently
depending on purpose,
often with the two
hands scanning in
different areas
Few of the students used
maps regularly; two
mentioned liking maps
which was a factor in
persistence (e.g. doing all
5 items) as well as speed
for one student; scale
question was challenging-
few had experience
Students found the
graphic frustrating- too
much clutter,
unpredictability of what
was on map vs. the key,
difficulty in interpreting
which street labels were
referring, and difficulty
following streets having
all the same texture.
Suggestions included
breaking the map into
quadrants, giving some
location information in
the question, sub-
labeling key or reducing
the amount on the key
Missed answers were
not just due to content
knowledge- one
question was missed by
all but one student due
to the map.
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