Abstract This investigation examined the strategies students employ to solve graphic and non-graphic mathematics tasks. The students’ strategies were classified in terms of representation, specifically whether or not they used self-decoded diagrams to solve the tasks. The study involved 1187 Grade 6 students (from Singapore and Australia) solving graphic- and non-graphic mathematics tasks typically encountered in national tests. Data from these students provided solution strategies to mathematics problems; the strategies were classified as diagrammatic or analytic solutions. Data analysis was confirmatory in nature, which sought to analyze students’ solutions to understand more fully the extent to which task representation relates to task difficulty, understanding and success. There was a strong association between task success and representation for items with moderate level of difficulty—with the employment of diagrammatic solutions more likely to lead to correct solutions.

中文翻译：

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图表在解决基本问题中的效用

摘要 本次调查考察了学生解决图形和非图形数学任务的策略。学生的策略根据表示进行分类，特别是他们是否使用自解码图表来解决任务。该研究涉及 1187 名 6 年级学生（来自新加坡和澳大利亚），解决通常在国家测试中遇到的图形和非图形数学任务。这些学生的数据为数学问题提供了解决策略；这些战略被归类为图解或分析解决方案。数据分析本质上是验证性的，它试图分析学生的解决方案，以更全面地了解任务表征与任务难度、理解和成功的关系。