Abstract

Pupil’s perceptions about mathematics, its learning and its teaching are important factors of their future achievements. To investigate these attitudes and beliefs is a complex task especially in young children. The research we present in this paper describes and compares these perceptions from drawings of mathematic lessons made by third grade pupils in Chile and Finland. In order to enlighten some aspects of this study we also analysed results from an emotional-affective survey. This survey completes and reinforces some results from the drawings, allowing a deep understanding of the pupil’s view. Considering the significant difference between both countries, the research results showed surprising similarities connected to prototypical ideas. Also, some differences appeared related to the dissimilarity between classroom size in Chile and Finland.