Abstract:

The picture as a visual model represents a key component in solving geometric problems, as it enables the transformation of verbal information into visual representations. When a picture is part of the task, correctly understanding its meaning, elements, and the relationships it depicts is an essential prerequisite for successful problem solving. From a psychological standpoint, visual stimuli play a central role in eliciting appropriate mental images of objects, situations, or processes. They are closely connected to the development of visual literacy, an essential competence that encompasses the bidirectional transformation of information between verbal and nonverbal modes. Visual literacy enables learners not only to read and interpret diagrams but also to construct their own visual representations of mathematical ideas. Since pictures often contain information not provided in the textual description, students’ ability to identify and integrate these implicit elements proves to be decisive for their problem-solving success. The relevance of working with pictures manifests across different levels of mathematical competences and cognitive demand, particularly in the context of mathematics assessments used at various stages of education. In this study, we analyze the solutions to selected geometry problems connected with pictures among third- and ninth-grade primary school pupils, representing the outcomes of the first and third cycles of basic education in Slovakia. We identify the most common errors made by pupils and examine the impact of the quality of work with a picture on the success of solving tasks. The findings highlight the pivotal role of picture comprehension in mathematical performance and underscore the need for systematic support in developing students’ visual literacy throughout the curriculum.

Keywords:

Geometry problems, pictures, solution analysis, basic education.