Teachers’ Graphical Competence

González, María Teresa González; Espinel, M.C.; Ainley, Janet

doi:10.1007/978-94-007-1131-0_20

Cited by 20 publications

(21 citation statements)

References 15 publications

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“…Collectively, these studies highlight that teachers' knowledge for teaching statistical graphs is inadequate, likely due to insuf-ficient learning opportunities in teachers' education (González, Espinel, and Ainley 2011). This implies that research regarding how to develop teachers' knowledge for teaching statistical graphs is needed and important for the field.…”

Section: Research About Teachers' Knowledge For Teaching Statistical mentioning

confidence: 99%

“…Indeed, most statisticians start analyzing a dataset by making graphs (Burrill and Biehler 2011). In addition to being useful for analyzing data, graphs are also useful for communicating information about data (González, Espinel, and Ainley 2011). Burrill and Biehler (2011) deemed the making and interpretation of graphical representations a fundamental idea in statistics.…”

Section: Introductionmentioning

confidence: 99%

“…Burrill and Biehler (2011) deemed the making and interpretation of graphical representations a fundamental idea in statistics. The inclusion of learning objectives regarding statistical graphs in many countries' primary and secondary curricula reflects the importance of this topic in students' statistical education (González, Espinel, and Ainley 2011) and highlights the need for teachers to have strong knowledge for teaching statistical graphs. Following their review of studies on teachers' graphical competence and knowledge for teaching graphs, González, Espinel, and Ainley (2011) noted that teachers' graphical competence is quite limited and research on how to develop teachers' knowledge for teaching statistical graphing is needed.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Developing Knowledge for Teaching Graphing of Bivariate Categorical Data

Casey

Albert

Ross

2018

Journal of Statistics Education

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Due to the increased role of statistics in current curriculum standards, there is at present a call for attention to secondary teachers' knowledge for teaching statistics in teacher education. This article reports the results of a study that answered this call by addressing mathematics teachers' knowledge for teaching graphing of bivariate categorical data. Novel curriculum materials to develop such knowledge were written then implemented with mathematics teachers in courses at four post-secondary schools. Results showed that prior to use of the materials, teachers' graphical competence was limited with teachers often utilizing frequencies when analyzing the data. Following use of the materials, they were more likely to correctly use relative frequencies in their analysis and expanded their knowledge of graphs to include segmented bar graphs. They also improved in their analysis of a student's graph and proposed response to the student, with more teachers noting the inappropriate use of frequencies and lack of label in the student-made graph post-instruction. Implications for development of teachers' knowledge for teaching statistics are discussed.

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Section: Research About Teachers' Knowledge For Teaching Statistical mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Developing Knowledge for Teaching Graphing of Bivariate Categorical Data

Casey

Albert

Ross

2018

Journal of Statistics Education

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“…Οι συμμετέχοντες στην έρευνα είχαν διδαχθεί σε προηγούμενη διδακτική ώρα τα πιο συνηθισμένα (Gonzalez, Espinel & Ainley, 2011) Να έχουν την ικανότητα να περιγράφουν την τάση των δεδομένων όπως αυτή απεικονίζεται με το γράφημα.…”

Section: β΄ φάση: η διδασκαλίαunclassified

Διερευνηση Της Κατανοησης Γραφηματων Απο Ενηλικες Σε Σχολειο Δευτερης Ευκαιριας Μεσω Διδακτικης Παρεμβασης

Κοντογιάννη¹,

Τάτσης

2017

ΕNEΔIM

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ΕισαγωγήΟ σύγχρονος πολίτης έρχεται καθημερινά αντιμέτωπος με μεγάλο όγκο πληροφοριών, οι οποίες παρέχονται συχνά μέσω γραφημάτων ως ένας τρόπος σύνοψης και παρουσίασης των δεδομένων αλλά και εξαγωγής συμπερασμάτων. Η ικανότητα κριτικής ανάγνωσης γραφημάτων σχετίζεται στενά με τον αριθμητισμό (numeracy), ο οποίος αφορά στην ικανότητα «πρόσβασης, χρήσης, ερμηνείας και επικοινωνίας μαθηματικών πληροφοριών και ιδεών με σκοπό την ενασχόληση και αντιμετώπιση των απαιτήσεων διαφόρων καταστάσεων της ενήλικης ζωής» (PIAAC Numeracy Expert Group, 2009, σ. 21). Πέρα όμως από τον αριθμητισμό, βασικό μέσο για την διαχείριση των πληροφοριών και δεδομένων αποτελεί ειδικότερα η επιστήμη της Στατιστικής τόσο ώστε η τελευταία να θεωρείται ένα «καυτό» θέμα για την σύγχρονη κοινωνία (Eichler & Zapata-Cardona, 2016).

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“…Research involving teachers' comprehension of graphs (e.g., Bruno & Espinel, 2009 ;Espinel, Bruno, & Plasencia, 2008 ;Jacobbe & Horton, 2010 ;Monteiro & Ainley, 2003 ) revealed that teachers had diffi culties in the interpretation of statistical graphs, they weren't able to make generalizations about the data (Gonzalez et al, 2011 ) and were unsuccessful with questions that assessed higher levels of graphical comprehension (Jacobbe & Horton, 2010 ).…”

Section: Research About Teachers' Statistical Knowledgementioning

confidence: 99%

The Teaching and Learning of Statistics

Ben‐Zvi¹,

Makar²

2016

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Teachers’ Graphical Competence

Cited by 20 publications

References 15 publications

Developing Knowledge for Teaching Graphing of Bivariate Categorical Data

Developing Knowledge for Teaching Graphing of Bivariate Categorical Data

Διερευνηση Της Κατανοησης Γραφηματων Απο Ενηλικες Σε Σχολειο Δευτερης Ευκαιριας Μεσω Διδακτικης Παρεμβασης

The Teaching and Learning of Statistics

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