Investigating Student's Abilities Related to Graphing Skill (original) (raw)
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A study of pre-service science teachers’ graphing skills
Teaching students how to read, to interpret and to construct graphs is a substantial educational object and it is also concluded that the students who can read graphs acquire additional capabilities, which will become more useful in science education. In the present study, it is aimed to investigate preand interpreting graphs. The study was carried out with 128 pre-service science teachers. Multiple-choice test items and openended questions were used to evaluate graphing skills of pre-service teachers. As a general result of study graph reading and interpretation skills of pre-service teachers are inadequate and also their graphing performances vary depending on the type of graph.
Determining the graphical literacy levels of the middle school mathematics teachers
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This study aims to determine the graphical literacy levels of middle school mathematics teachers. The participants of the study consisted of 33 middle school mathematics teachers working in different provinces. The data of the study were collected with the help of the graphical literacy test created by the researchers. The data were analyzed by content analysis method. As a result of the study, it was seen that the teachers were more successful in the questions that required reading the data in the graph. It has been revealed that teachers are unsuccessful in reading beyond data questions that require higher-level thinking. In addition, the teachers had the most difficulty creating the graphs. In other words, it was determined that the graphical literacy levels of the teachers were low. Therefore, it is thought that studies to improve the graphical literacy skills of teachers in in-service training programs will be important.
Exploring the cognitive process of prospective mathematics teachers in constructing a graph
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This article aims to analyze the strategies and cognitive process of prospective mathematics teachers (PMTs) in constructing graphs of composition function. Forty-four PMTs participated in graph construction tasks (GCT) of composition function. Four of them were purposively selected as the subjects. Data were collected through subjects' works on GCT and interviews based on their works. Data analysis started with organizing subjects' construction of the graph and transcribing the results of the interview. We then explored and coded the subjects' constructed graphs, followed by describing the subjects' strategies and structure of the cognitive process of graph construction and establishing themes, representing and reporting the findings with tables, schemes and narratives, interpreting the findings, and validating the accuracy of the findings by triangulation of the data sources. We found (1) two strategies used by the subjects in constructing graph namely with-transla...
Pre-Service Classroom Teachers' Attitudes toward Graphs and Their Ability to Read and Interpret Them
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The aim of this study is to investigate the impact of the following factors on pre-service classroom teachers' attitudes toward graphs and their ability to read and interpret them: (1) high school stream (scientific, literary, information technology, others); (2) academic level at university (freshman, sophomore, junior, senior) and; (3) the number of science and mathematics courses they had taken at the University.Data were collected using two questionnaires: the attitude toward graphs which was developed by Mumba et al. (2009), and the ability to read and interpret them, which was developed by the researchers. The study sample consisted of 122 female students who were enrolled in the classroom teacher major at the University of Petra in Jordan. The results showed that: (1) pre-service teachers' attitudes toward graphs on the overall scale were moderate; and the pre-service teachers valued graphs, expressed moderate interest in graphs, and moderate cognitive competence for graphing, although they did not make enough effort concerning graphs (2) the attitudes of classroom teachers toward graphs became more positive as they advanced in their level of academic year (freshman, sophomore, junior, senior) as well as by the increase in the number of science and mathematics courses they have attended at the University; (3) level of pre-service classroom teachers' ability to read graphs was below the educationally accepted level. In addition, the ability to read graphs seems to increase as students advance further in their academic level.
Pre-Service Elementary Teachers' Understandings of Graphs
Eurasia Journal of Mathematics, Science and Technology Education
Choosing graphs to display quantitative information is a component of graph sense. An important aspect of pre-service elementary teachers' content knowledge; ability to choose appropriate graphs in applied contexts is investigated in this study. They were given three scenarios followed by four graphs representing the same quantitative data. They rated the appropriateness of each graph and indicated the reasons for their choices. Results showed that pre-service elementary teachers can recognize the situations appropriate for bar graphs, pie charts, and line graphs and match the suitable graphs to these situations. However, they had limited knowledge of scatterplots and did not recognize the situations for which they are typically used. Implications of findings for elementary pre-service teacher education programs are drawn.
Middle school students' interpreting graphical tasks: Difficulties within a graphical language
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 ar...
This report details the underlying themes that contribute to the implementation of graphing curricula: • the history of graphing, both outside and inside the school curriculum; • the 21st century graphing technology, including what it does and does not offer; • research on the development of student understanding; • recognition of the close and critical relationship of graph creation and graph interpretation; and • the implications of graph understanding for Working Mathematically interpreted as facilitating decision-making. These themes contribute to the recommendations made for the implementation of a 21st century graphing curriculum.