The role of visualisation in data handling in Grade 9 within a problem-centred context

dc.creator	Antonia Makina
dc.creator	Dirk Wessels
dc.date	2011-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:36:48Z
dc.date.available	2015-07-20T22:36:48Z
dc.identifier	10.4102/pythagoras.v0i0.46
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/a95088acd1df4ce2be9def840b9877a5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23011
dc.description	In the recent past, data handling has been neglected at secondary school level, perhaps partially due to the strong emphasis on developing arithmetic, algebra and geometry. For the first time, the South African curriculum includes substantial amounts of data handling at all grade levels. The introduction of more data handling in the secondary school curriculum in South Africa and the prevalence of many problems in the teaching of probability and statistics argues for a serious reconsideration of the way it is taught to the pupils. Currently this concern has been the focus of a call for reform in mathematics education by a body like the National Council of Teachers of Mathematics (NCTM) at all levels of schooling (NCTM, 1989; 2000). The importance of visualisation in mathematics, at all levels of mathematical problem solving is well documented in the literature (Bishop, 1989; Maher &amp; Alston, 1989; Moses, 1982; Wheatley, 1991) but almost nothing was done to appreciate visualisation in the learning of data handling. The paper therefore provides a qualitative examination from a Masters dissertation (Makina, 2005) of the role of visualisation in the learning of data handling. This is done through examining the thought processes involved by Grade 9 learners during visualisation while solving data handling tasks. Several roles of visualisation were identified and most were found to improve the critical and creative thinking of pupils during their learning of data handling. The results show that learners are likely to improve their performance in data handling if the awareness of the need to use visualisation creatively as a tool for understanding are highlighted.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/46
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 0, Iss 69, Pp 56-68 (2011)
dc.subject	Special aspects of education
dc.subject	LC8-6691
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	Special aspects of education
dc.subject	LC8-6691
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	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	The role of visualisation in data handling in Grade 9 within a problem-centred context
dc.type	article