Literacy Teaching Toolkit

Converting written questions into visual texts

Converting written questions into graphical representations can support students to better 'see' both the mathematical problem and reasoning required to solve the problem (Nunokawa, 2004; Bremigan 2005). Put another way, visual texts can be used to supplement words, numbers and mathematical concepts (Armstrong, Ming & Helf, 2018).

There are many methods teachers can use to support students to create graphical or visual representations to solve problems and communicate solutions.

Understanding this strategy

When teaching how to convert written questions into graphical or visual representations, teachers can model to students how to do this by thinking-aloud their reasoning to identify key terms in the problem statement that suggest a graphical representation may be helpful.

Student work sample showing 2D nets student has drawn to solve the problem. The student has drawn a 2D net of a bedroom to deter
Student example for mapping surface area

Example
When teaching how to calculate the areas of composite shapes (VCMMG312), teachers can encourage students to draw individual shapes, as demonstrated below.

You want to repaint your house. It comprises 4 bedrooms, each measuring 3.2 m x 3.6 m. The open plan kitchen and dining room measure 3.6 x 6.4 m, and the lounge room measures 6.4 m x 5.2 m. You do not need to paint the bathroom or laundry. The ceiling is 3.1 m above the floor.

You need enough paint for two coats for the walls and ceiling. 1 L of paint will cover 2 m
2.

Calculate how much paint you will need.

The dual scale number line

One strategy to use is the dual scale number Line (as shown below). The dual scale number Line is a proportional number line which can help students to summarise information from a proportional reasoning problem and then assist in solving (Dole, 1999). It requires students to transform written questions into visual representations, in order to solve a problem.

To do this, students need to learn to translate information from the problem onto the dual scale number line and use it to work towards a solution.

Using this strategy

Teachers should explicitly teach the features of the dual scale number line (as shown in the diagrams below) and model how to use it. 

  1. draw a blank diagram
  2. populate with given information
  3. identify what information is missing
  4. determine a solution to the problem