Children's understanding of graphic representations of quantitative data

Gerber, Rod; Boulton‐Lewis, Gillian M.; Bruce, Christine

doi:10.1016/0959-4752(95)00001-j

Cited by 28 publications

(25 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study represents the first investigation with the GRAK world graphics in a culture other than a post-industrialised Western one, the previous investigations being completed in Australia (Gerber et al, 1995) and Sweden (Ottosson & Aberg-Bengtsson,1995). Therefore, it represents an initial consideration of the experience of graphics in an Asian culture.…”

Section: Discussionmentioning

confidence: 97%

“…The researchers in phenomenography believe that all knowledge has an experiential basis (Gerber et al, 1995). Therefore the starting point for this approach is that whatever phenomenon people encounter, there seems to be a limited number of qualitatively different ways in which the phenomenon can be understood.…”

Section: The Phenomenographic Approachmentioning

confidence: 99%

“…The resultant different conceptions represent different ways in which the graphs, charts and maps appear to the individuals. In phenomenography, it is the categories of description and the development of an outcome space that demonstrate the relationships amongst these conceptions that constitute the main results of the research (Gerber et al, 1995).…”

Section: The Phenomenographic Approachmentioning

confidence: 99%

See 2 more Smart Citations

Singapore Students' Perceptions of Graphs, Charts and Maps

Wong¹,

Gerber²

1997

Asia Pacific Journal of Education

Self Cite

View full text Add to dashboard Cite

Graphs, charts and maps are often used to present quantitative information. Students learn about these in geography, mathematics and other subjects across the curriculum. From contact with school teachers it has been found that many students have problems with graphic representations. This is often seen as a problem of teaching method rather than a problem concerning students' understanding. Studies in Sweden (Ottosson & Aberg-Bengtsson, 1995) and Australia (Gerber et al., 1995) confirm that it is not teaching methods alone that matter. The studies also indicate that the meanings assigned by beholders of graphs, charts and maps are closely linked to their life experiences. This is similarly so for Singapore students. Over thirty students ranging from 11 to 20 years of age were interviewed on their interpretation of a set of graphs, charts and maps of an imaginary world. A phenomenographic analysis shows that the students experienced considerable variations in their perceptions of graphic representations of quantitative data (graphs, charts and maps). These variations are represented in an outcome space diagram showing three major levels of understanding.

show abstract

Section: Discussionmentioning

confidence: 97%

Section: The Phenomenographic Approachmentioning

confidence: 99%

Section: The Phenomenographic Approachmentioning

confidence: 99%

See 1 more Smart Citation

Singapore Students' Perceptions of Graphs, Charts and Maps

Wong¹,

Gerber²

1997

Asia Pacific Journal of Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…In the Singapore study (Wong & Gerber, 1995), some students in the second and third categories (graphics are seen as partially interpreted macro representations and portraying localized patterns, respectively) prefer to live in Catogien (country C) and Bovenesia (country B). In the Australia study , some students in the third and fourth categories (graphics are seen as portraying partially interpreted macro representations and portraying localized patterns, Gerber et al (1995) Wong and this study Ottosson & Aberg-Bengtsson (1995) 7. The basis for extrapolation, reflection and prediction 5.…”

Section: Similarities Of Categories Of Students' Experiences Across Dmentioning

confidence: 94%

Hong Kong Students' Perceptions of Graphs., Charts and Maps

Lee¹,

Gerber²

1999

Scand. J. of Educ. Res.

Self Cite

View full text Add to dashboard Cite

This study is part of a cross-cultural investigation that was initiated in Sweden followed by studies in Australia and Singapore. This paper shows how a phenomenographic approach may be used to reveal the qualitatively different ways in which 40 students in Hong Kong primary and secondary schools experience and understand the phenomenon of graphic representations of quantitative data. An outcome space depicting four variations of the children's understanding are revealed.

show abstract

“…The data sheet with a list of 25 names, the ordinal number of students in the class, and the ages and heights of these students was added as a separate sheet of paper (see the list in Appendix A). The content of the data used in the assignment was sufficiently simple to limit the confounding effect of students' lack of understanding of the data on their ability to plot them (Gerber, Boulton-Lewis, & Bruce, 1995). Students were told that they could ask the experimenter any question they might have on the material.…”

mentioning

confidence: 99%

Fifth Through Eighth Grade Students’ Difficulties in Constructing Bar Graphs: Data Organization, Data Aggregation, and Integration of a Second Variable

García-Milà

Martí

Gilabert

et al. 2014

Mathematical Thinking and Learning

View full text Add to dashboard Cite

Abstract:Studies that consider the displays that students create to organize data are not common in the literature. This paper compares 5th through 8th graders' difficulties with the creation of bar graphs constructed using either raw data (Study 1, n=155) or a provided table (Study 2, n=152). Data in Study 1 showed statistical differences for the type of data organization but not for grade level. Students' primary problem was choosing a format that integrated a second variable and aggregating data. In contrast, when the table was provided (Study 2), we observed that 7th-8th graders outperformed 5th-6th graders. We interpret these results in terms of older students' better data interpretation competence. We conclude that students' difficulties in bar graphing can be traced to their tabulation processes. Data organization is an essential bridging tool for understanding the essence of the data and representing them graphically, and educators should devote to it the attention it deserves. . All of your comments and all of Reviewer 5's have been addressed in the revision. Reviewer 1's comment 1 and 2 are commented in the response table but did not generate any change in the manuscript. We interpreted them as additional comments rather than "must" suggestions. Please tell us if we need to make any additional changes. All changes are highlighted in the manuscript. Powered by Editorial Manager® and ProduXion Manager® from Aries Systems CorporationThe Figures, Tables and Appendices are all the same excepte for Table 3 and Table 7 (there were small errors in the title). The paper contains 3 Appendices, 11 figures and 8 tables and its length is 35 pages long excluding cover page, letter, abstract, references, tables and figures. Aso, we have removed anonimity by adding two of our previous papers that are referred to in the manuscrit, and also, we have added the acknowledgments and proof read the text. We hope that the paper is close to publication. We again, are very grateful to the reviewers', as well as to your thorough revision of the manuscript. We hope that you will find that it is suitable for publication. With kind regards, Merce email: mgarciamila@ub.edu Cover LetterAll changes in the new manuscript are marked with the control of changes Reviewer 1 commentsAuthors' response 1. Given that the students come from multiple classrooms in multiple schools and each class is split among the two studies, it may help the readers if the authors create a graphic showing how the participant pool was created. This is just an idea but perhaps the authors could show 5 circles representing the 5 schools. Inside each school circle, a smaller circle or circles could be drawn to indicate the class or classes that came from that school. Each class circle could be labeled as a primary or secondary classroom. Each class circle could be further split with a line and the number of students that were assigned to study 1 and to study two could be labeled. I'm not sure if this is helpful but I thought I would suggest it as a way to help re...

show abstract

Children's understanding of graphic representations of quantitative data

Cited by 28 publications

References 11 publications

Singapore Students' Perceptions of Graphs, Charts and Maps

Singapore Students' Perceptions of Graphs, Charts and Maps

Hong Kong Students' Perceptions of Graphs., Charts and Maps

Fifth Through Eighth Grade Students’ Difficulties in Constructing Bar Graphs: Data Organization, Data Aggregation, and Integration of a Second Variable

Contact Info

Product

Resources

About