ASSESSING PRIMARY STUDENTS' KNOWLEDGE OF MAPS

This study explored primary students' knowledge of maps through a sample 6 mathematics test items. One cohort completed these items annually for three years i a mass testing situation. Another cohort was interviewed once on the same ma items. Mass testing results revealed that students' performance generally improve over time. However, significant gender differences in favour of boys were note annually on each item. Interview results highlighted key difficulties experienced by both girls and boys including interpreting vocabulary incorrectly, attending to the incorrect foci on maps, and overlooking critical information. Our results indicate a need for a focus on extracting and reading information from maps, and analysing and interpreting this information. Girls' achievement should be closely monitored.