Singapore Students' Perceptions of Graphs, Charts and Maps

Abstract

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.

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

“…This study represents the second investigation, after the Singapore study (Wong & Gerber, 1995), with the GRAK world graphics in an Asian culture. These contrast with other investigations in post-industrial Western countries such as Sweden (Ottosson & Aberg-Bengtsson, 1995) and Australia .…”

“…These categories of students' experiences can be further interpreted as, and addressed in terms of, students' surface and deep understanding of the graphic representations. The hierarchical organization of the outcome space for Hong Kong, Singapore, Australian and Swedish students suggests that the first three (four in the Australian example and three in the Swedish example) conceptions are associated with a surface or superficial understanding of the graphic representations whilst the remaining two (three in the Australian study and two in the Swedish study) conceptions are linked with a deep understanding of the graphics (Wong & Gerber, 1995).…”

“…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.…”

“…In a later part of an interview in Wong and Gerber's (1995) study, the students were asked the question 'which country would you like to live in and why?'. The same question was posed to the students in this study.…”

“…However, students often have problems in understanding graphic representations. Studies in Sweden (Ottosson & Aberg-Bengtsson, 1995), Australia and Singapore (Wong & Gerber, 1995) indicate that the meanings assigned by the beholder of graphs, charts and maps are closely linked to their life experiences.…”