Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19437
Title: 
What constructed stories for qualitative bar graphs and line graphs tell about graphicacy of high attaining Primary 5 boys: A case study
Authors: 
Keywords: 
Graphicacy
High attaining
Qualitative graphs
Quantitative graphs
Line graphs
Bar graphs
Issue Date: 
2016
Citation: 
Ng, S. F. (2016). What constructed stories for qualitative bar graphs and line graphs tell about graphicacy of high attaining Primary 5 boys: A case study. The Mathematics Educator, 16(2), 59-82. Retrieved from http://math.nie.edu.sg/ame/matheduc/tme/tmeV16_2/03.pdf
Abstract: 
Graphicacy is an important skill particularly when graphs have become such an essential means to convey information. This study investigated whether children were able to construct appropriate stories to match qualitative graphs. Twenty-five high attaining Primary 5 children (11+) from an intact class of an all-boys school in Singapore who have completed the standard Singapore primary mathematics curriculum where they were taught picture graphs, bar graphs and line graphs participated in this study. They were asked to construct stories to match two qualitative bar graphs, one line graph and one quantitative line graph. The findings show that these children did not have difficulties constructing stories to match bar graphs. However they had more difficulties constructing appropriate stories for line graphs, particularly for the quantitative line graph. The stories for the qualitative graphs were similar to presented in instructional materials. Stories for the remaining quantitative line graph showed some children had very good understanding of primary mathematics. Instead of focusing on graphs as a means to convey information, the findings suggest that these children would benefit from experiences which would challenge them to elaborate the underlying properties captured by the graphs.
URI: 
ISSN: 
0218-9100
Website: 
Appears in Collections:Journal Articles

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