Transparency in graphs and graphing tasks: an iterative design process

Ainley, Janet

doi:10.1016/s0732-3123(00)00052-3

Cited by 34 publications

(29 citation statements)

References 7 publications

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“…Thus, text and illustration together provide a whole, where both parts are intertwined in the building of an understanding of the information given. On the other hand, and in line with a number of other researchers (e.g., Ainley, 2000;Roth, 2003), we argue that the importance of interest and familiarity with the content domain of the graph interpreted cannot be overemphasized. Quite obviously, a certain basic knowledge of the graph in question and its conventions is a prerequisite for understanding the provided information at all-a statement supported by the strong relationship identified for the overall graphical test factor (Gen) with the grades model MathSc 0 factor.…”

Section: Some Reflections On Educational Implicationssupporting

confidence: 88%

“…Wainer (1980), for example, having administered a test concerning some commonly used graphs and charts to 360 pupils, argued that children, by the age of 9 years, had, on average, reached the minimum acceptable level of an adult. Ainley (2000) reported intuitive reading of graphs among 6-year-olds as an example of transparency of certain aspects of graphing, which comes quite close to some of our own previous research (e.g., Å berg- Bengtsson, 1998;Ottosson, 1987Ottosson, , 1988Ottosson & Å berg-Bengtsson, 1995), wherein the youngest elementary school pupils could handle particular features of commonly used graphs, charts, and maps quite adequately. Jones et al (2000) have, from a neo-Piagetian perspective, identified four ''thinking levels'' for statistical thinking among pupils in grades 1-5.…”

Section: Some Previous Researchsupporting

confidence: 87%

“…Studies on graphing carried out within a sociocultural framework (e.g., Å berg-Bengtsson, 1998; Ainley, 2000;Roth, 2003) have focused on the interaction within the activity system or the context. Thus, the view on construing and interpreting graphic representations-or ''inscriptions'' if using a concept that has recently gained acceptance in science and technology-shifts from being something going on mainly in individual minds to taking place in the social arena (Roth & McGinn, 1998).…”

Section: Some Previous Researchmentioning

confidence: 99%

“…When investigating university teachers' and experienced scientists' grappling with graphs from partly unfamiliar domains, Roth (2003) found that, among other things, familiarity with the content of the graph and conventions in the current discipline are important for interpretations in accordance with the normative expectations. Ainley (2000), introducing active computer-based graphing to elementary school education, maintained that important features for facilitating transparency of graphs to children are related to the settings in which the graphs are presented rather than to the graphs themselves. One such feature was a ''familiar and/or meaningful context'' (p. 376).…”

Section: Some Previous Researchmentioning

confidence: 99%

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What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Åberg‐Bengtsson

Ottosson

2005

J Res Sci Teach

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Based on studies carried out on qualitative data an instrument was constructed for investigating how larger numbers of students handle graphics. This test, consisting of 18 pages, each with its own graphic display(s) and a set of tasks, was distributed to 363 students, 15-16 years of age, from five different schools. The format of the questions varied, as did the format of the graphics. As students' performance was expected to be multidimensional, confirmatory factor analysis was carried out with a structural equation modeling technique. In addition to the identification of a general graphicacy-test factor (Gen) and an end-of-test effect (End 0 ), a narrative dimension (Narr 0 ) was vaguely indicated. This model was then related to a six-factor model of students' formal academic achievement measured by their leaving certificates from compulsory education. The strongest correlation obtained was between the general graphicacy-test dimension (Gen) and a mathematic/science factor (MathSc 0 ) in the grades model. In addition, substantial relationships were detected between the Gen factor and both an overall school achievement factor (SchAch) and a language factor (Lang 0 ) in the grades model. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: [43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62] 2006 Graphs, charts, cartograms, thematic maps, etc., are common tools for handling and communicating quantitative information in contemporary society. Successively, through their years of schooling, students encounter increasingly more advanced forms of graphic displays, both in direct educational situations and as illustrations and/or complementary facts on other subject matters. Students' access to modern computers equipped with graphic application software makes possible not only an abundance of graphics (sometimes unnecessarily elaborate) in magazines, newspapers, television, and electronic media-encountered in their everyday life both in and out of school-but also allows them to create these images. Thus, being ''graphicate''

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Section: Some Reflections On Educational Implicationssupporting

confidence: 88%

Section: Some Previous Researchsupporting

confidence: 87%

Section: Some Previous Researchmentioning

confidence: 99%

Section: Some Previous Researchmentioning

confidence: 99%

See 2 more Smart Citations

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Åberg‐Bengtsson

Ottosson

2005

J Res Sci Teach

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“…As Ainley (2000) states, the widespread use of graphs in advertising and in the news assumes that graphs clearly communicate their meaning, but this assumption conflicts with the results of the research on pupils' difficulties with graphing in mathematics and science. In response to the first goal of the study, our data provide evidence that students have significant difficulties with bar graphs.…”

Section: Discussionmentioning

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

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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...

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