The present study, carried out in the Nordic countries, examines the characteristics of students' scholastic performance on items containing graphical artefacts, that is, bar graphs, pie charts and line graphs, selected from the Programme for International Student Assessment (PISA) survey test. Graphical analysis of statistical data resulted in the observation of two major categories of performance by the students. The results of cluster analysis also confirmed the two approaches. One approach consists of items perceived as requiring identification, that is, focusing primarily on perceptual elements. The other consisting of items requiring a critical-analytical approach, that is, involving evaluation of the graphical system, active interaction with subject specific operators and forms of expression. The general observation is that the pattern of response is similar for all these countries, with items demanding an identification approach showing comparatively higher scores than for items perceived as demanding a critical-analytical approach.
The present case study explores the assessment practice of two examiners from different academic backgrounds on an undergraduate thesis work in mathematics education. Reflection notes and feedback from two instances of a thesis-writing process are interrogated using a framework based on a semiotics perspective to meaning-making. It is shown that the examiners utilize aspects that are 'immediate and non-contested' to successively make accessible that which is 'withdrawn yet to be revealed.' In this process, varied interventional approaches are observed to support desirable aspects of teacher professional knowledge including critical-analytical disposition. The study also highlights knowledge integration for teaching, scientific disposition, collaboration, and knowledge transformation as some of the desirable aspects of teacher professional knowledge. The findings indicate that knowledge integration and transformation remain an issue of concern for pre-service teachers. This raises the question of how desirable traits for a teacher-as-a researcher can be promoted within the context of thesis work.
This study reports from a pre-service teacher’s online learning and assessment activity on determining variability of two graphical artefacts. Using a critical-analytical perspective to data, the present study indicate that the prospective teachers surveyed showed awareness of relevant subject specific operators and methods however, these seem not be well coordinated and were submerged in forms of expressions characterized by intuitive methods and everyday language. Significantly the prospective teachers seemed to substitute statistical and mathematical methods with explanatory metaphors which while providing room for deeper subject specific engagement were however, only used superficially. Their reliance on everyday forms of expression and visual perception is perceive as a factor that might have hampered their effective choice and application of relevant subject specific tools and forms of expression. This observation puts to task the role of informal methods in statistics education.
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