Children's understanding of graphic representations of quantitative data
Children are encountering more and more graphic representations of data in their learning and everyday life. Much of this data occurs in quantitative forms as different forms of measurement are incorporated into the graphics during their construction. In their formal education, children are required to learn to use a range of these quantitative representations in subjects across the school curriculum. Previous research that focuses on the use of information processing and traditional approaches to cognitive psychology concludes that the development of an understanding of such representations of data is a complex process. An alternative approach is to investigate the experiences of children as they interact with graphic representations of quantitative data in their own life-worlds. This paper demonstrates how a phenomenographic approach may be used to reveal the qualitatively different ways in which children in Australian primary and secondary education understand the phenomenon of graphic representations of quantitative data. Seven variations of the children’s understanding were revealed. These have been described interpretively in the article and confirmed through the words of the children. A detailed outcome space demonstrates how these seven variations are structurally related.
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|Item Type:||Journal Article|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
|Copyright Owner:||Copyright 1995 Elsevier|
|Copyright Statement:||This is the author’s version of a work that was accepted for publication in Learning and Instruction. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and Instruction, [VOL 5, ISSUE 1, (1995)] DOI: 10.1016/0959-4752(95)00001-J|
|Deposited On:||01 Sep 2013 23:13|
|Last Modified:||02 Sep 2013 21:03|
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