Middle school students' interpreting graphical tasks: Difficulties within a graphical language
Lowrie, Tom & Diezmann, Carmel M. (2007) Middle school students' interpreting graphical tasks: Difficulties within a graphical language. In 4th East Asia Regional Conference on Mathematics Education, 18-22 June 2007, Penang, Malaysia.
The representation and interpretation of images and graphics are essential for a numerate populace in an information-burgeoning society. Research on the use and understanding of graphics is quite limited despite the increasing importance of “new” literacies within mathematics education. This paper reports on students’ [aged 10 and 11] proficiency with line and bar graphs [Opposed-position graphics] in an interview situation. Results from the investigation revealed that the students had difficulty in interpreting the graphical information and making sense of the relationships between the mathematical content and the literacy demands within these tasks. Additionally, some students’ explanations suggest that they do not appreciate the relationship between the two axes on the graphs nor the importance of “keys” and other identifiers that link graphical information embedded within the respective tasks. Specific assessment issues are addressed and implications for mathematics practices are drawn out from the research results. This paper concludes with recommendations for explicit instruction, a cautionary note for interpreting graphics items on numeracy tests, and avenues for further research.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||graphics, representation, numeracy, assessment, mathematical literacy, graphing, middle school, assessment, graphs|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 (please consult author)|
|Deposited On:||14 Mar 2008 00:00|
|Last Modified:||10 Aug 2011 15:45|
Repository Staff Only: item control page