id: 05949833
dt: j
an: 2011f.00278
au: Diezmann, Carmel; Lowrie, Tom; Sugars, Lindy; Logan, Tracy
ti: The visual side to numeracy: studentsâ€™ sensemaking with graphics.
so: Aust. Prim. Math. Classr. 14, No. 1, 16-20 (2009).
py: 2009
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: D30
ut: numeracy; mathematics; spatial ability; maps; topography; graphical
representations; goals of mathematics education
ci:
li: http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom
ab: Summary: The 21st century has placed increasing demand on individualsâ€™
proficiency with a wide array of visual representations, that is
graphics. Hence, proficiency with visual tasks needs to be embedded
across the curriculum. In mathematics, various graphics (e.g., maps,
charts, number lines, graphs) are used as means of communication of
mathematical ideas and also as tools for thinking about these ideas.
Thus, to be numerate in contemporary society, all individuals need to
make sense of the graphical aspects of mathematics. Although an
understanding of representations is critical for numeracy, proficiency
with graphics in mathematics is often overlooked. This article
highlights the six key types of graphics used in mathematics and
provides some suggestions for developing studentsâ€™ ability to
interpret each of these types of graphics. As a background to the
discussion on types of graphics, two roles of graphics are first
discussed. (Contains 8 figures.) (ERIC)
rv: