Investigating a Hierarchy of Students’ Interpretations of Graphs

dc.creator	Kazuhiro Aoyama
dc.date	2007-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:01Z
dc.date.available	2015-07-20T22:10:01Z
dc.identifier	1306-3030
dc.identifier	https://doaj.org/article/e71def5e84a4437eb142205bcfabd8a8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13311
dc.description	The ability to analyse qualitative information from quantitative information, and/or to create new information from qualitative and quantitative information is the key task of statistical literacy in the 21st century. Although several studies have focussed on critical evaluation of statistical information, this aspect of research has not been clearly conceptualised as yet. This paper presents a hierarchy of the graphical interpretation component of statistical literacy. 175 participants from different educational levels (junior high school to graduate students) responded to a questionnaire and some of them were also interviewed. The SOLO Taxonomy was used for coding the students’ responses and the Rasch model was used to clarify the construction of the hierarchy. Five different levels of interpretations of graphs were identified: Idiosyncratic, Basic graph reading, Rational/Literal, Critical, and Hypothesising and Modelling. These results will provide guidelines for teaching statistical literacy.
dc.language	English
dc.publisher	Gokkusagi Ltd.
dc.relation	http://www.iejme.com/032007/d10.pdf
dc.relation	https://doaj.org/toc/1306-3030
dc.source	International Electronic Journal of Mathematics Education, Vol 2, Iss 3, Pp 298-318 (2007)
dc.subject	Philosophy of Mathematics Education
dc.subject	Empiricism
dc.subject	Evolution
dc.subject	Math Wars
dc.subject	Philip Kitcher
dc.subject	John Dewey
dc.subject	Imre Lakatos
dc.subject	John Stuart Mill
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Investigating a Hierarchy of Students’ Interpretations of Graphs
dc.type	article