@article {MATHEDUC.05534033,
author = {Watson, Jane M. and Fitzallen, Noleine E. and Wilson, Karen G. and Creed, Julie F.},
title = {The representational value of hats.},
year = {2008},
journal = {Mathematics Teaching in the Middle School},
volume = {14},
number = {1},
issn = {1072-0839},
pages = {4-10},
publisher = {National Council of Teachers of Mathematics (NCTM), Reston, VA},
abstract = {Summary: The literature that is available on the topic of representations in mathematics is vast. One commonly discussed item is graphical representations. From the history of mathematics to modern uses of technology, a variety of graphical forms are available for middle school students to use to represent mathematical ideas. The ideas range from algebraic relationships to summaries of data sets. Traditionally, textbooks delineate the rules to be followed in creating conventional graphical forms, and software offers alternatives for attractive presentations. This article presents a new data representation tool called the hat plot, which is a featured tool of the data analysis software TinkerPlots Dynamic Data Exploration (Konold and Miller 2005). TinkerPlots software gives students considerable freedom to create graphs to tell the stories of their data sets. Here, the authors demonstrate the value of the hat plot in representing and interpreting data sets. (Contains 11 figures.) (ERIC)},
msc2010 = {K43xx (R23xx)},
identifier = {2009b.00462},
}