Understanding Statistical Graphs of Students Attending Multigrade Rural Schools in Chile
Saved in:
| Title: | Understanding Statistical Graphs of Students Attending Multigrade Rural Schools in Chile |
|---|---|
| Language: | English |
| Authors: | Matías Bustamante-Valdés (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2024 19(3). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Rural Schools, Foreign Countries, Multigraded Classes, Grade 5, Grade 6, Elementary School Students, Graphs, Comprehension, Knowledge Level |
| Geographic Terms: | Chile |
| ISSN: | 1306-3030 |
| Abstract: | This study aims to analyze the graphical comprehension of 5th and 6th grade students in multigrade rural primary education in Chile. The theoretical framework considers levels of reading and semiotic levels in statistical graphs. A qualitative methodology of descriptive level is followed, using content analysis method for the responses given to a questionnaire by 22 students from five multigrade rural schools. The results show that, overall, students do not encounter difficulties in answering questions at level 1 reading (literal reading), but difficulties gradually increase as the reading level increases. Regarding semiotic levels, difficulties arise in constructing graphs using data distribution (semiotic level 3) and completing a graph with two data distributions (semiotic level 4). |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443512 |
| Database: | ERIC |
| Abstract: | This study aims to analyze the graphical comprehension of 5th and 6th grade students in multigrade rural primary education in Chile. The theoretical framework considers levels of reading and semiotic levels in statistical graphs. A qualitative methodology of descriptive level is followed, using content analysis method for the responses given to a questionnaire by 22 students from five multigrade rural schools. The results show that, overall, students do not encounter difficulties in answering questions at level 1 reading (literal reading), but difficulties gradually increase as the reading level increases. Regarding semiotic levels, difficulties arise in constructing graphs using data distribution (semiotic level 3) and completing a graph with two data distributions (semiotic level 4). |
|---|---|
| ISSN: | 1306-3030 |
