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Making sense of a "misleading" graph
Mid Sweden University.ORCID iD: 0000-0003-4334-1019
2013 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 18, no 1, 5-30 p.Article in journal (Refereed) Published
Abstract [en]

Given the importance of a critical-analytical disposition in the case of graphical artefacts, this paper explores graphicacy based on students’ answers to an item from PISA survey test. Primarily, results from the written test were analyzed using PISA’s doubledigit rubrics or coding. In evaluating these categories, it is observed that just a small percentage of students are able to produce answers that reflect a critical-analytical approach with respect to the use of statistical/mathematical operators and forms of expressions. Secondly, video observation shows that students tend to employ what is perceived as an ”identification approach” while discussing the task. Whereas elements of mathematical and statistical ideas can be identified in the students’ discussion, these are not explicitly stated and are largely submerged in everyday concerns and forms of expression. 

Place, publisher, year, edition, pages
2013. Vol. 18, no 1, 5-30 p.
National Category
Didactics Probability Theory and Statistics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-61340OAI: oai:DiVA.org:lnu-61340DiVA: diva2:1081474
Available from: 2013-07-05 Created: 2017-03-14 Last updated: 2017-03-20Bibliographically approved

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Olande, Oduor
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CiteExportLink to record
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  • apa
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