Determining the graphical literacy levels of the middle school mathematics teachers

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.

Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

“…Patahuddin and Lowrie (2019) examined teachers' ability to interpret line graphs and found that the teachers do not possess the SCK to answer high-level questions about interpreting the line graphs. In another study, Uyanik et al (2023) investigated teachers' specialized knowledge in the evaluation of graphs and found that more than half of the teachers presented either incomplete or incorrect evaluations. Ozmen et al (2020) found that students could not identify the incorrect graph types and the errors in the graph.…”