Influences of basic numerical abilities on graph reading performance

Middle School Students’ Graph Skills and Affective States about Graphs

“…The statistical comparisons of the GST subgroup scores yielded that the gender variable has no significant effect on elementary or intermediate graph skills; however, the grade level variable has a significant impact on intermediate graph skills. These findings are consistent with the literature since various researchers found no difference due to gender in middle school students' graph skills (Curcio, 1987;Lai et al, 2016;Ludewig et al, 2020;Oruç & Akgün, 2010) and students in upper grades almost always were found to achieve better than the students in earlier grades (Berg & Smith, 1994;Curcio, 1987;Koparan & Güven, 2013;Maggioni, 1953;Wainer, 1980). These results are consistent with the conclusion that graph comprehension is related to previous graph experiences (Asp et al, 1994;Capraro et al, 2005;Glazer, 2011).…”

“…Since boys are historically labeled as higher achievers in mathematics and science than girls, studies on graphs usually compared both genders according to their graph comprehension levels. Consistent with the previous TIMSS (Martin, Mullis, Foy, & Stanco, 2012;Mullis, Martin, Foy, & Arora, 2012) and PISA ([Organisation for Economic Co-operation and Development] OECD, 2013) reports, the studies on graphs showed that girls have closed the mathematics and science achievement gap and therefore no significant difference due to gender was reported in previous studies on middle school students' graph comprehension (Curcio, 1987;Lai et al, 2016;Ludewig et al, 2020;Oruç & Akgün, 2010). Another variable, commonly used in graph literature is the grade level since students are expected to enhance their cognitive skills by age.…”

“…The differences between middle school students' achievement levels in elementary and intermediate level graph skills questions are also parallel to the TIMSS results. Among the international eighth-graders, compared to 60% success in reading data value of a line graph, only 29% of the eighth graders were able to determine the average of a graph (Ludewig et al, 2020). Similarly, Boote and Boote (2017) concluded that middle school students are challenged when interpreting science graphs.…”

“…Graphs are usually considered merely as a part of the mathematics and science courses but they hold a crucial aspect for understanding other courses as well (Lowrie & Diezmann, 2011;Shah & Hoeffner, 2002). For example, international exams, such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) frequently use graph questions, not only for measuring the mathematics and science literacy, but also investigating the reading literacy (Kramarski, 2004;Ludewig, Lambert, Dackermann, Scheiter, & Möller, 2020). Because of the increasing importance and usage of graphs in almost all school courses, students need to be competent in graphs.…”

Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory

“…Given that research in science and math education have demonstrated in the past, and across countries, that such grouping factors may impact student performance on assessments such as this one, these research findings require that item difficulty be evaluated for such a biasing effect against specific groups (e.g., females and non‐native English speakers; Åberg‐Bengtsson & Ottosson, 2006; Carmichael, MacDonald, & McFarland‐Piazza, 2014; Lowrie & Diezmann, 2011; Ludewig, Lambert, Dackermann, Scheiter, & Möller, 2020). Statistically testing the influence of these particular student characteristics, thus, ensured that no biases were inherent in the GII and aided in our investigation of how these grouping factors may influence performance on science assessments that leverage graphs, which demand an integrated use of knowledge and disciplinary experience.…”