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dc.contributor.authorSharma, Sashi
dc.date.accessioned2010-11-10T03:58:46Z
dc.date.available2010-11-10T03:58:46Z
dc.date.issued2006
dc.identifier.citationSharma, S.V. (2006). High school students interpreting tables and graphs: Implications for research. International Journal of Science and Mathematics Education, 4(2), 241-268.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4786
dc.description.abstractConcerns about students’ difficulties in statistical reasoning led to a study which explored form five (14- to 16-year-olds) students’ ideas in this area. The study focussed on descriptive statistics, graphical representations, and probability. This paper presents and discusses the ways in which students made sense of information in graphical representations (tables and bar graph) obtained from the individual interviews. The findings revealed that many of the students used strategies based on prior experiences (everyday and school) and intuitive strategies. From the analysis, I identified a fourcategory rubric for classifying students’ responses. While the results of the study confirm a number of findings of other researchers, the findings go beyond those discussed in the literature. While students could read and compare data presented in a bar graph, they were less competent at reading tables. This could be due to instructional neglect of these concepts or linguistic and contextual problems. The paper concludes by suggesting some implications for researchers.en_NZ
dc.language.isoen
dc.publisherSpringeren_NZ
dc.relation.urihttp://www.springerlink.com/content/y3677667g30kk372/en_NZ
dc.subjectbeliefsen_NZ
dc.subjectexperiencesen_NZ
dc.subjecthigh school studentsen_NZ
dc.subjectinterpretation of tables and graphsen_NZ
dc.subjectinterviewsen_NZ
dc.subjectstatistical thinkingen_NZ
dc.titleHigh school students interpreting tables and graphs: Implications for researchen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1007/s10763-005-9005-8en_NZ
dc.relation.isPartOfInternational Journal of Science and Mathematics Educationen_NZ
pubs.begin-page241en_NZ
pubs.elements-id32225
pubs.end-page268en_NZ
pubs.issue2en_NZ
pubs.volume4en_NZ


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