Gerber, Rod, Boulton-Lewis, Gillian, and Bruce, Christine (1995) Children's understanding of graphic representations of quantitative data. Learning and Instruction, 5 (1). 77 - 100.

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Abstract

Children are encountering more and more graphic representations of data in their learning and everyday life. Much of this data occurs in quantitative forms as different forms of measurement are incorporated into the graphics during their construction. In their formal education, children are required to learn to use a range of these quantitative representations in subjects across the school curriculum. Previous research that focuses on the use of information processing and traditional approaches to cognitive psychology concludes that the development of an understanding of such representations of data is a complex process. An alternative approach is to investigate the experiences of children as they interact with graphic representations of quantitative data in their own life-worlds. This paper demonstrates how a phenomenographic approach may be used to reveal the qualitatively different ways in which children in Australian primary and secondary education understand the phenomenon of graphic representations of quantitative data. Seven variations of the children’s understanding were revealed. These have been described interpretively in the article and confirmed through the words of the children. A detailed outcome space demonstrates how these seven variations are structurally related.

Item ID:	55543
Item Type:	Article (Research - C1)
ISSN:	1873-3263
Copyright Information:	Copyright © 1995 Elsevier Science Ltd.
Date Deposited:	10 Oct 2018 00:23
FoR Codes:	13 EDUCATION > 1301 Education Systems > 130199 Education systems not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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