Context-Based Line Graph Comprehension: Do Teacher Education and Experience Make a Difference?
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| Title: | Context-Based Line Graph Comprehension: Do Teacher Education and Experience Make a Difference? |
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| Language: | English |
| Authors: | Sitti Maesuri Patahuddin, Andi Mulawakkan, Ajay Ramful, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Graphs, Preservice Teachers, Teacher Education, Teaching Experience, Instructional Program Divisions, Skill Development, Data Interpretation, Foreign Countries, Secondary School Teachers, Mathematics Education |
| Geographic Terms: | Indonesia |
| Abstract: | This cross-sectional study examines participants' comprehension of line graphs at different career stages, comparing first-year and third-year pre-service teachers (PSTs) with in-service teachers (ISTs). A 23-item line graph task aligned with Curcio's framework--"Reading the data, Reading between the data, and Reading beyond the data"--reveals persistent challenges in Reading beyond the data. ISTs outperformed PSTs, suggesting practical experience enhances interpretation. However, no significant differences emerged between first- and third-year PSTs, challenging assumptions that teacher education fosters progressive development in graph interpretation skills. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676467 |
| Database: | ERIC |
| Abstract: | This cross-sectional study examines participants' comprehension of line graphs at different career stages, comparing first-year and third-year pre-service teachers (PSTs) with in-service teachers (ISTs). A 23-item line graph task aligned with Curcio's framework--"Reading the data, Reading between the data, and Reading beyond the data"--reveals persistent challenges in Reading beyond the data. ISTs outperformed PSTs, suggesting practical experience enhances interpretation. However, no significant differences emerged between first- and third-year PSTs, challenging assumptions that teacher education fosters progressive development in graph interpretation skills. |
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