EVALUATION OF GRAPHICAL COMPETENCE SKILLS FOR FUTURE MATHEMATICS TEACHERS

Universidad de Granada (SPAIN)

Appears in: INTED2018 Proceedings

Publication year: 2018

Pages: 2106-2112

ISBN: 978-84-697-9480-7

ISSN: 2340-1079

doi: 10.21125/inted.2018.0396

Publication year: 2018

Pages: 2106-2112

ISBN: 978-84-697-9480-7

ISSN: 2340-1079

doi: 10.21125/inted.2018.0396

Conference name: 12th International Technology, Education and Development Conference

Dates: 5-7 March, 2018

Location: Valencia, Spain

Dates: 5-7 March, 2018

Location: Valencia, Spain

Both reading and constructing statistical graphs require several elements to identify and understand labels of the edges, scales, area in the construction of a histogram, proportionality, operations, among others (Curcio, 1987).

The aim of this research is assessing the fourth graph reading level, described by Curcio (1989), and Friel, Curcio and Bright (2001), concerning with critical assessment of the data collection methods, their validity and reliability, in a sample consisting of 171 primary school prospective teachers. To this end, from a biased graph taken from press, we elaborated a questionnaire with open questions. This questionnaire evaluates the correct interpretation, together with the extraction of main conclusions, of a bar graph whose understanding requires enough mathematical skill concerning proportionality.

We carried out a quantitative and qualitative analysis based on the onto-semiotic approach’s methodologies (Godino, Batanero & Font, 2007), in particular the priori analysis of the tasks and the notion of critical semiotic functions (Contreras et al. 2017). This analysis provided that 67% of the participants identified the information represented in the graph as correct. A more detailed study of the arguments given to justify the correctness of the graphic show that 39% of the students associate this correctness to the clarity of the graphic, a 7% to the existence of a proportionality relation of the data represented in the axes, another 7% to the source, and the rest gave no argument at all. Consequently, since prospective teachers of primary school will be in charge to prepare statistically literate citizens, we conclude that is important to increase their statistical comprehension in order to be able to expand this knowledge in their students.

References

Contreras, J. M, Molina-Portillo, E. Godino, J. D., Rodríguez-Pérez, C. y Arteaga, P. (2017). Funciones semióticas críticas en el uso de diagramas de barras por los medios de comunicación. En J. M. Contreras, P. Arteaga, G. R. Cañadas, M. M. Gea, B. Giacomone y M. M. López-Martín (Eds.), Actas del Segundo CIVEOS.

Curcio, F. R. (1987). Comprehension of mathematical relationships expressed in graphs. Journal for Research in Mathematics Education, 18(5), 382-393.

Curcio, F. R. (1989). Developing graph comprehension. Reston, VA: N.C.T.M.

Friel, S., Curcio, F., & Bright, G. (2001). Making sense of graphs: critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education 32(2), 124-158.

Citation copied to the clipboard successfully.

Sorry, but the download of this paper is restricted to authorized users only.