Drawing instructions, strategic knowledge, strategy-based motivation, and students’ use of drawings

Abstract

Although self-generated drawing is a powerful strategy in the domain of geometry, students lack spontaneous use of the drawing strategy. In the current study, we investigated instructional, cognitive, and motivational predictors of students’ drawing use. We first assessed strategic knowledge about drawing and strategy-based motivation in 132 students in Grades 9 and 10. Then, students were randomly assigned to solve geometry modelling problems either with or without drawing instructions. Students with drawing instructions constructed more drawings than students without drawing instructions. Strategic knowledge about drawing, self-efficacy expectations, and perceived costs predicted drawing use while intramathematical abilities were controlled for. Utility value did not predict drawing use in the current study.