Pupil Performance in Graphical Tasks and its Relationship to the Ability to Handle Variables

Swatton, P. J.; Taylor, Rhys

doi:10.1080/0141192940200207

Cited by 31 publications

(18 citation statements)

References 4 publications

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“…Subjects' judgments of statistical association in a variety of situations have been investigated by researchers in social psychology (e.g., Alloy & Tabachnik, 1984;Crocker, 1981), science education (e.g., Donnelly & Welford, 1989;Swatton, 1994;Swatton & Taylor, 1994), and statistics education (e.g., Batanero, Estepa, & Godino, 1997). Many studies have followed Inhelder and Piaget (1958) in considering association of dichotomous variables in contingency tables, whereas few have considered covariation of two numerical variables .…”

Section: Representing Covariation In Graphsmentioning

confidence: 99%

“…Attention to selected data points may involve only the extreme points in a scatterplot (Batanero et al, 1997) or the cells with confirming cases in contingency tables (e.g., Crocker, 1981;Inhelder & Piaget, 1958). Attention to selected variables has been observed in some studies that have identified levels of response based on the number of variables students have referred to in verbal graph interpretations (e.g., Donnelly & Welford, 1989;Swatton, 1994;Swatton & Taylor, 1994). Swatton showed sixth-grade students scatter graphs and line graphs and asked, "what do you notice about [X] and [Y]?"…”

Section: Representing Covariation In Graphsmentioning

confidence: 99%

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The Challenge of Developing Statistical Literacy, Reasoning and Thinking

Ben‐Zvi¹,

Garfield²

2004

228

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Section: Representing Covariation In Graphsmentioning

confidence: 99%

Section: Representing Covariation In Graphsmentioning

confidence: 99%

The Challenge of Developing Statistical Literacy, Reasoning and Thinking

Ben‐Zvi¹,

Garfield²

2004

228

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“…Secondly they seem, certainly at age 11, to have difficulty with the concept of a scale as a representation of another quantity. (Swatton & Taylor, 1994). Moreover, even where a scale may represent say, temperature, pupils may still see this as length, since this is how it is physically represented in front of them.…”

Section: Can These Results Be Interpreted In Terms Of a 'Variable Hanmentioning

confidence: 97%

Pupil Performance in Data Manipulation and Its Relationship to the Skill of Interpretation

Swatton

1995

Educational Review

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The ability to read data in graphical forms and to interpret it by looking for general patterns or trends is an important skill in children's science education. When viewed from a procedural basis, such skills become key areas of competence in science. The framework developed by the Assessment of Performance Unit (APU) recognised the importance of reading and interpreting data as elements of a 'process' (i.e. content-independent) science curriculum. However, secondary analysis of APU performance data suggests that data manipulation should not be seen as an independent process skill, since children respond to assessment items in a number of ways, which are difficult to predict. Indeed, pupil performance on different components of the same data handling question is often very variable; indicating that these questions carry 'hidden' cognitive demands for pupils. It is argued that in order to tackle these hidden demands, pupils require an integrated understanding of graphical representations based on a sophisticated procedural model. Implications for changes of emphasis in science teaching and the reliability of summative assessment items are discussed in the light of these findings, since both issues impinge directly on the current National Curriculum arrangements in England and Wales.

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“…interpreting and reading values from graphs 20 5 relationship between latitude and temperature 18 7 the intercept on a graph axis 13 12 using a graph to find range 18 7 extrapolation * . Nevertheless, performance on a similar extrapolation task administered to a sample of nearly 400 English 13-year-olds from 87 schools by Swatton & Taylor (1994) yielded a lower success rate of 46%, so although the students in Study 1 were a year older, they probably performed considerably better on both tests than the national average.…”

Section: Mathematical Conceptsmentioning

confidence: 93%

Graphing investigations using portable (palmtop) technology

Hennessy¹

2000

Computer Assisted Learning

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The increasing use of portable computers raises issues about their impact on learning and attitudes to computing. These issues were explored in an evaluation of a weather project undertaken by 48 students aged 13–14 using palmtop computers. Students worked in groups over 3 weeks, collecting and graphing temperature data. Motivation and confidence in using technology increased and learning gains of averages and graph interpretation were observed. The evaluation illustrated the potential power and versatility of portable technology in tackling graphing, and the opportunities they present for student participation. Some pedagogic implications of using portables are considered.

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Pupil Performance in Graphical Tasks and its Relationship to the Ability to Handle Variables

Cited by 31 publications

References 4 publications

The Challenge of Developing Statistical Literacy, Reasoning and Thinking

The Challenge of Developing Statistical Literacy, Reasoning and Thinking

Pupil Performance in Data Manipulation and Its Relationship to the Skill of Interpretation

Graphing investigations using portable (palmtop) technology

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