Our purpose is to bring together perspectives concerning the processing and use of statistical graphs to identify critical factors that appear to influence graph comprehension and to suggest instructional implications. After providing a synthesis of information about the nature and structure of graphs, we define graph comprehension. We consider 4 critical factors that appear to affect graph comprehension: the purposes for using graphs, task characteristics, discipline characteristics, and reader characteristics. A construct called graph sense is defined. A sequence for ordering the introduction of graphs is proposed. We conclude with a discussion of issues involved in making sense of quantitative information using graphs and ways instruction may be modified to promote such sense making.

The study explored the impact of using video-based pedagogy on preservice teachers' cognitions about teaching mathematics. The use of video-based pedagogy was integrated into the course, Methods for Teaching Elementary School Mathematics. A variety of written and interview data were collected during the course and, in the following semester, during student teaching. Evidence from case studies of three preservice teachers indicates that they engaged in reflection and reconstruction of their beliefs about how children learn mathematics and moved from a more didactic perspective of teaching mathematics toward a student-centered perspective. Such movement appears to have been influenced by the use of video-based pedagogy.

No abstract

Teachers can use geometric patterns to promote students' understanding of functional relationships.

Statistics has emerged as a major component of the school mathematics curriculum during the 1990 (NCTM 1989). We know that understanding the statistical-investigation process (Graham 1987) is central to working with statistics. A statistical investigation typically involve four components: (1) posing the question; (2) collecting data; (3) analyzing data; and (4) interpreting the results, in some order (Graham 1987). Kader and Perry (1994) suggest a fifth stage of a statistical investigation: communicating results.