View in EDS HTML Full Text PDF Full Text

Leaping from Discrete to Continuous Independent Variables: Sixth Graders' Science Line Graph Interpretations

Saved in:
Bibliographic Details
Title: Leaping from Discrete to Continuous Independent Variables: Sixth Graders' Science Line Graph Interpretations
Language: English
Authors: Boote, Stacy K., Boote, David N.
Source: Elementary School Journal. Mar 2017 117(3):455-484.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Peer Reviewed: Y
Page Count: 30
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Secondary Education
Junior High Schools
Descriptors: Elementary School Mathematics, Elementary School Students, Middle School Students, Grade 6, Graphs, Data Interpretation, Protocol Analysis, Interviews, Data Analysis, Data Collection
DOI: 10.1086/690204
ISSN: 0013-5984
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.
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1138136
Database: ERIC
Full text is not displayed to guests.
Description
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.
ISSN:0013-5984
DOI:10.1086/690204