| Abstract: | Three different groups of 10‐11‐year‐old children in each of three primary schools, 90 children in all, were given a lesson on the topic of Cartesian coordinate line graphs representing journeys. Three teaching procedures were used which differed according to their degree of embeddedness. The children in each group demonstrated a substantial degree of learning of the topic, a result which is discussed in relation to the general absence from the primary school curriculum of lessons about journey graphs. However, no significant differences were found between the three teaching procedures indicating that these children were capable of learning about journey graphs from a relatively disembedded point‐plotting procedure. The lessons in which the journeys represented were placed in a social context did not produce a significant degree of additional learning as compared to the formal procedures. |
