Determining the graphical literacy levels of the middle school mathematics teachers

Sefa Uyanik; Dilara Elbir; Zeynep Medine Ozmen

doi:10.29333/pr/13003

Full Text (PDF)

Sefa Uyanik ¹ ^* , Dilara Elbir ² , Zeynep Medine Ozmen ³

More Detail

¹ Department of Mathematics and Science Education, Faculty of Education, Trakya University, Edirne, TURKEY² Damyeri Middle School, Turkish Ministry of Education, Ordu, TURKEY³ Department of Mathematics and Science Education, Fatih Faculty of Education, Trabzon University, Trabzon, TURKEY^* Corresponding Author

Abstract

This study aims to determine the graphical literacy levels of middle school mathematics teachers. The participants of the study consisted of 33 middle school mathematics teachers working in different provinces. The data of the study were collected with the help of the graphical literacy test created by the researchers. The data were analyzed by content analysis method. As a result of the study, it was seen that the teachers were more successful in the questions that required reading the data in the graph. It has been revealed that teachers are unsuccessful in reading beyond data questions that require higher-level thinking. In addition, the teachers had the most difficulty creating the graphs. In other words, it was determined that the graphical literacy levels of the teachers were low. Therefore, it is thought that studies to improve the graphical literacy skills of teachers in in-service training programs will be important.

Keywords

graphs
graphical literacy levels
middle school mathematics teachers
graphical literacy

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 8, Issue 2, April 2023, Article No: em0158

https://doi.org/10.29333/pr/13003

Online publication date: 26 Feb 2023

Article Views: 1158

Article Downloads: 772

Open Access References How to cite this article

References

Åberg‐Bengtsson, L. (1999). Dimensions of performance in the interpretation of diagrams, tables, and maps: Some gender differences in the Swedish scholastic aptitude test. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(5), 565-582. https://doi.org/10.1002/(SICI)1098-2736(199905)36:5<565::AID-TEA4>3.0.CO;2-L
Aoyama, K. (2007). Investigating a hierarchy of students’ interpretations of graphs. International Electronic Journal of Mathematics Education, 2(3), 298-318. https://doi.org/10.29333/iejme/214
Arteaga, P., Batanero, C., Contreras, J. M., & Cañadas, G. R. (2015). Statistical graphs complexity and reading levels: A study with prospective teachers. Statistique et Enseignement [Statistics and Education], 6(1), 3-23.
Arteaga, P., Díaz-Levicoy, D., & Batanero, C. (2021). Primary school students reading levels of line graphs. Statistics Education Research Journal, 20(2), 6-6. https://doi.org/10.52041/serj.v20i2.339
Bannister, V. R. P., Jamar, I., & Mutegi, J. W. (2007). Line graph learning. Science and Children, 45(2), 30-32.
Bargagliotti, A., Franklin, C., Arnold, P., Gould, R., Johnson, S., Perez, L., & Spangler, D. (2020). Pre-K-12 guidelines for assessment and instruction in statistics education II (GAISE II): A framework for statistics and data science education. American Statistical Association and National Council of Teachers of Mathematics.
Batanero, C., & Díaz, C. (2010). Training teachers to teach statistics: What can we learn from research? Statistique et Enseignement [Statistics and Education], 1(1), 5-20.
Ben-Zvi, D., & Makar, K. (2016). International perspectives on the teaching and learning of statistics. In D. Ben-Zvi, & K. Makar (Eds.), The teaching and learning of statistics (pp. 1-10). Springer. https://doi.org/10.1007/978-3-319-23470-0_1
Bolch, C. A., & Jacobbe, T. (2019). Investigating levels of graphic comprehension using the LOCUS assessments. Numeracy, 12(1), 1-15. https://doi.org/10.5038/1936-4660.12.1.8
Boote, S. K., & Boote, D. N. (2017). Leaping from discrete to continuous independent variables: Sixth graders’ science line interpretation the graphs. The Elementary School Journal, 117(3), 455-484. https://doi.org/10.1086/690204
Bragdon, D., Pandiscio, E., & Speer, N. (2019). University students’ interpretation the graph and comprehension abilities. Investigations in Mathematics Learning, 11(4), 275-290. https://doi.org/10.1080/19477503.2018.1480862
Bursal, M., & Polat, F. (2020). Middle school students’ line graph skills and the affective states about common graph types used in science courses. International Journal of Education in Mathematics, Science and Technology, 8(4), 290-303. https://doi.org/10.46328/ijemst.v8i4.1026
Bursal, M., & Yetis, S. (2020). Middle school students’ graph skills and affective states about graphs. International Journal of Research in Education and Science, 6(4), 692-704. https://doi.org/10.46328/ijres.v6i4.1136
Capraro, M., M., Kulm, G., & Capraro, R., M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics, 105(4), 165-174. https://doi.org/10.1111/j.1949-8594.2005.tb18156.x
Chick, H. L., & Pierce, R. U. (2008). Teaching statistics at the primary school level: Beliefs, affordances, and pedagogical content knowledge. In C. Batanero, G. Burrill, & C. Reading (Eds.), Teaching statistics in school mathematics–Challenges for teaching and teacher education (pp. 1-6). Springer. https://doi.org/10.52041/SRAP.08303
Curcio, F. R. (1987). Comprehension of mathematical relationships expressed in graphs. Journal for Research in Mathematics Education, 18(5), 382-393. https://doi.org/10.5951/jresematheduc.18.5.0382
delMas, G., Joan, G., Ooms, A., & Chance, B. (2007). Assessing students’conceptual understanding after a first course in statistics. Statistics Education Research Journal, 6(2), 28-58. https://doi.org/10.52041/serj.v6i2.483
Delport, D. H. (2021). Teaching first‐year statistics students with COVID‐19 real‐world data: Graphs. Teaching Statistics, 43(1), 36-43. https://doi.org/10.1111/test.12245
Díaz-Levicoy, D. A., Batanero, C., Arteaga, P., & Gea, M. M. (2019). Chilean children’s reading levels of statistical graphs. International Electronic Journal of Mathematics Education, 14(3), 689-700. https://doi.org/10.29333/iejme/5786
Erbilgin, E., Arikan, S., & Yabanli, H. (2015). Measuring the skills of interpreting and creating the line chart. Ahi Evran University Journal of Kirsehir Education Faculty, 16(2), 43-61.
Espinel, M. C., Bruno, A., & Plasencia, I. (2008). Statistical graphs in the training of teachers. In C. Batanero, G. Burrill, & C. Reading (Eds.), Teaching statistics in school mathematics–Challenges for teaching and teacher education. Springer.
Franklin, C., Kader, G., Mewborn, D., Moreno, J., Peck, R., Perry, M., & Schaeffer, R. (2007). Guidelines for assessment and instruction in statistics education (GAISE) report: A pre-K-12 curriculum framework. American Statistical Association. http://www.amstat.org/Education/gaise/GAISEPreK-12_Full.pdf
Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158. https://doi.org/10.2307/749671
Fry, E. (1981). Graphical literacy. Journal of Reading, 24(5), 383-389.
Gal, I. (2002). Adults’ statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70(1), 1-51. https://doi.org/10.2307/1403713
Galesic, M., & Garcia-Retamero, R. (2010). Statistical numeracy for health: A cross-cultural comparison with probabilistic national samples. Archives of Internal Medicine, 170(5), 462-468. https://doi.org/10.1001/archinternmed.2009.481
Gan, Y., Scardamalia, M., Hong, H. Y., & Zhang, J. (2010). Early development of graphical literacy through knowledge building. Canadian Journal of Learning and Technology, 36(1) 1-28. https://doi.org/10.21432/T2C01S
Glazer, N. (2011). Challenges with interpretation the graph: A review of the literature. Studies in Science Education, 47(2), 183-210. https://doi.org/10.1080/03057267.2011.605307
González, M. T., & Pinto, J. (2008). Conceptions of four preservice teachers on graphical representation [Paper presentation]. The ICMI Study 18 Conference and IASE 2008 Round Table Conference. https://doi.org/10.52041/SRAP.08309
González, M. T., Espinel, M. C., & Ainley, J. (2011). Teachers’ graphical competence. In C. Batanero, G. Burrill, & C. Reading (Eds.), Teaching statistics in school mathematics–Challenges for teaching and teacher education (pp. 187-198). Springer. https://doi.org/10.1007/978-94-007-1131-0_20
Guler, H. K. (2019). Examining the processes of drawing graphs and interpreting graph data of middle school 7^th-grade students [Unpublished master's thesis]. Tokat Gaziosmanpasa University.
Guler, H. K., & Didis-Kabar, M. G. (2021). Investigation of middle school students’ levels of reading and interpreting statistical graphs. Cumhuriyet International Journal of Education, 10(1), 23-52. https://doi.org/10.30703/cije.677238
Guven, B., Ozturk, T., & Ozmen, Z. M. (2015). Examination of middle school eighth-grade students’ experiences in the statistical process. Education and Science, 40(177), 343-363. https://doi.org/10.15390/EB.2015.3313
Hadjidemetriou, C., & Williams, J. (2002). Children’s graphical conceptions. Research in Mathematics Education, 4(1), 69-87. https://doi.org/10.1080/14794800008520103
Hafiyusholeh, M., Budayasa, K., & Siswono, T. Y. E. (2018). Statistical literacy: High school students in reading, interpreting and presenting data. Journal of Physics: Conference Series, 947(1), 012036. https://doi.org/10.1088/1742-6596/947/1/012036
Henriques, A., & Ponte, J. P. (2014). Preparing teachers to teach statistics: Developing professional knowledge and practice [Paper presentation]. The 9^th International Conference on Teaching Statistics. https://doi.org/10.13140/2.1.3452.5765
Hotmanoglu, C. (2014). Examination of eighth-grade students’ ability to draw, interpret and relate graphs to other representations '[Unpublished master's thesis]. Karadeniz Technical University.
Jacobbe, T., Case, C., Whitaker, D., & Foti, S. (2014). Establishing the validity of the LOCUS assessments through an evidenced-centered design approach. In K. Makar, B. de Sousa, & R. Gould (Eds.), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9), Flagstaff, Arizona, USA (pp. 1–6). International Statistical Institute.
Kaynar, Y., & Halat, E. (2012). Examination of frequency table reading and interpretation skills of eighth-grade students. In Proceedings of the 10^th National Science and Mathematics Education Congress.
Makar, K., & Fielding-Wells, J. (2011). Teaching teachers to teach statistical investigations. In C. Batanero, G. Burrill, & C. Reading (Eds.), Teaching statistics in school mathematics–Challenges for teaching and teacher education (pp. 347-358). Springer. https://doi.org/10.1007/978-94-007-1131-0_33
Matuk, C., Zhang, J., Uk, I., & Linn, M. C. (2019). Qualitative graphing in an authentic inquiry context: How drawing and critique help middle school students to reason about cancer. Journal of Research in Science Teaching, 56(7), 905-936. https://doi.org/10.1002/tea.21533
Ministry of National Education. (2009). Elementary mathematics lesson 6-8 grades curriculum and guide. Ankara.
Ministry of National Education. (2013). Secondary school mathematics teaching (5, 6, 7, & 8 th grade) program. Milli Eğitim Basımevi [National Education Printing House].
Ministry of National Education. (2018). Teaching mathematics (1, 2, 3, 4, 5, 6, 7 & 8th grades) program. Ankara.
Monteiro, C., & Ainley, J. (2007). Investigating the interpretation of media graphs among student teachers. International Electronic Journal of Mathematics Education, 2(3), 187-207. https://doi.org/10.29333/iejme/183
Ozmen, Z. M., & Guc, F. (2013). Difficulties and coping strategies related to doctoral education: A case study. Journal of Higher Education and Science, 3(3), 214-219.
Ozmen, Z. M., Guven, B., & Kurak, Y. (2020). Determining the graphical literacy levels of the 8^th grade students. Eurasian Journal of Educational Research, 20(86), 269-292. https://doi.org/10.14689/ejer.2020.86.13
Patahuddin, S. M., & Lowrie, T. (2019). Examining teachers’ knowledge of line graph task: A case of travel task. International Journal of Science and Mathematics Education, 17(4), 781-800. https://doi.org/10.1007/s10763-018-9893-z
Ridgway, J. (2016). Implications of the data revolution for statistics education. International Statistical Review, 84(3), 528-549. https://doi.org/10.1111/insr.12110
Rouan, O. (2002). Middle school math teachers’ conceptions of the statistical graphs’ functions, reading and interpretation. In B. Phillips (Ed.), Proceedings of the 6^th International Conference on Teaching Statistics. International Association for Statistics Education.
Selamet, C. S. (2014). Examination of the fifth-grade students’ level of reading and interpretation of tables and graphs [Unpublished master's thesis]. Afyon Kocatepe University.
Sezgin-Memnun, D. (2013). Examining of line reading the graph and drawing skills of middle school seventh-grade students. Electronic Turkish Studies, 8(12), 1153-1167. https://doi.org/10.7827/TurkishStudies.6026
Shah, P., & Hoeffner, J. (2002). Review of graph comprehension research: Implications for instruction. Educational Psychology Review, 14(1), 47-69. https://doi.org/10.1023/A:1013180410169
Sorto, M. A. (2004). Prospective middle school teachers’ knowledge about data analysis and its application to teaching [Unpublished doctoral dissertation]. Michigan State University.
Topan, B. (2019). The learning environment designed according to the flipped classroom model the effect of students on statistical literacy levels [Unpublished doctoral dissertation]. Trabzon University.
Ucar, T. Z., & Akdogan, N. E. (2009). Elementary 6-8. The meanings that grade students ascribe to the concept of the mean. Elementary Education Online, 8(2), 391-400.
Ulusoy, F., & Cakiroglu, E. (2013). Elementary mathematics teachers’ understanding of the concept of the histogram and the problems they encounter in the teaching process of this concept. Elementary Education Online, 12(4), 1141-1156.
Watson, J. M. (2006). Statistical literacy at school: Growth and goals. Lawrence Erlbaum Associates.
Wu, Y. (2004). Singapore middle school students’ understanding of statistical graphs [Paper presentation]. The 10^th International Congress on Mathematics Education.
Yenicirak, O. (2020). Middle school mathematics teachers’ teaching practices in the field of data processing learning: Measures of central tendency [Unpublished master’s thesis]. Trabzon University.
Yun, H. J., Ko, E.-S., & Yoo, Y. J. (2016). Students’ misconceptions and mistakes related to measurement in statistical investigation and graphical representation of data. In D. Ben-Zvi, & K. Makar (Eds.), The teaching and learning statistics (pp.119-120). Springer. https://doi.org/10.1007/978-3-319-23470-0_14
Zucker, A., Staudt, C., & Tinker, R. (2015). Teaching graph literacy across the curriculum. Science Scope, 38(6), 19. https://doi.org/10.2505/4/ss15_038_06_19

How to cite this article

APA

Uyanik, S., Elbir, D., & Ozmen, Z. M. (2023). Determining the graphical literacy levels of the middle school mathematics teachers. Pedagogical Research, 8(2), em0158. https://doi.org/10.29333/pr/13003

Vancouver

Uyanik S, Elbir D, Ozmen ZM. Determining the graphical literacy levels of the middle school mathematics teachers. PEDAGOGICAL RES. 2023;8(2):em0158. https://doi.org/10.29333/pr/13003

AMA

Uyanik S, Elbir D, Ozmen ZM. Determining the graphical literacy levels of the middle school mathematics teachers. PEDAGOGICAL RES. 2023;8(2), em0158. https://doi.org/10.29333/pr/13003

Chicago

Uyanik, Sefa, Dilara Elbir, and Zeynep Medine Ozmen. "Determining the graphical literacy levels of the middle school mathematics teachers". Pedagogical Research 2023 8 no. 2 (2023): em0158. https://doi.org/10.29333/pr/13003

Harvard

Uyanik, S., Elbir, D., and Ozmen, Z. M. (2023). Determining the graphical literacy levels of the middle school mathematics teachers. Pedagogical Research, 8(2), em0158. https://doi.org/10.29333/pr/13003

MLA

Uyanik, Sefa et al. "Determining the graphical literacy levels of the middle school mathematics teachers". Pedagogical Research, vol. 8, no. 2, 2023, em0158. https://doi.org/10.29333/pr/13003