LEAPING FROM DISCRETE TO CONTINUOUS INDEPENDENT VARIABLES.
Saved in:
| Title: | LEAPING FROM DISCRETE TO CONTINUOUS INDEPENDENT VARIABLES. |
|---|---|
| Authors: | Boote, Stacy K.1, Boote, David N.2 |
| Source: | Elementary School Journal. Mar2017, Vol. 117 Issue 3, p455-484. 30p. 4 Charts, 2 Graphs. |
| Subject Terms: | *Data analysis, *Mathematics students, Mathematical variables, Autonomous differential equations, Independent variables |
| Abstract: | Students often struggle to interpret graphs correctly, despite emphasis on graphic literacy in U.S. education standards documents. The purpose of this study was to describe challenges sixth graders with varying levels of science and mathematics achievement encounter when transitioning from interpreting graphs having discrete independent variables to graphs having continuous independent variables. Data included think-aloud interviews and written line graph interactions. Data analysis focused on three constituent processes of graph interpretation: (1) encoding salient structures, (2) relating salient structures to each other, and (3) understanding referents in relation to salient structures. Difficulties encoding individual data points influenced interpretations of referents and relationships among data points. Cognitive resources learned for interpreting graphs with discrete independent variables both supported and hindered interpretations of graphs with continuous independent variables. Struggles relating graphs to referents reflected inexperience with data collection and analysis. Recommendations are provided to support students during this transition and to improve their ability to answer different types of graph questions. [ABSTRACT FROM AUTHOR] |
| Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Students often struggle to interpret graphs correctly, despite emphasis on graphic literacy in U.S. education standards documents. The purpose of this study was to describe challenges sixth graders with varying levels of science and mathematics achievement encounter when transitioning from interpreting graphs having discrete independent variables to graphs having continuous independent variables. Data included think-aloud interviews and written line graph interactions. Data analysis focused on three constituent processes of graph interpretation: (1) encoding salient structures, (2) relating salient structures to each other, and (3) understanding referents in relation to salient structures. Difficulties encoding individual data points influenced interpretations of referents and relationships among data points. Cognitive resources learned for interpreting graphs with discrete independent variables both supported and hindered interpretations of graphs with continuous independent variables. Struggles relating graphs to referents reflected inexperience with data collection and analysis. Recommendations are provided to support students during this transition and to improve their ability to answer different types of graph questions. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00135984 |
| DOI: | 10.1086/690204 |
