id: 02361707
dt: j
an: 2004f.04883
au: Moritz, Jonathan
ti: Constructing coordinate graphs: representing corresponding ordered values
with variation in two-dimensional space.
so: Math. Educ. Res. J. 15, No. 3, 226-251 (2003).
py: 2003
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: K42 K43
ut:
ci:
li: doi:10.1007/BF03217381
ab: Coordinate graphs of time-series data have been significant in the history
of statistical graphing and in recent school mathematics curricula. A
survey task to construct a graph to represent data about temperature
change over time was administered to 133 students in Grades 3, 5, 7,
and 9. Four response levels described the degree to which students
transformed a table of data into a coordinate graph. Nonstatistical
responses did not display the data, showing either the context or a
graph form only. Single Aspect responses showed data along a single
dimension, either in a table of corresponding values, or a graph of a
single variable. Inadequate Coordinate responses showed bivariate data
in two-dimensional space but inadequately showed either spatial
variation or correspondence of values. Appropriate Coordinate graphs
displayed both correspondence and variation of values along ordered
axes, either as a bar graph of discrete values or as a line graph of
continuous variation. These levels of coordinate graph production were
then related to levels of response obtained by the same students on two
other survey tasks: one involving speculative data generation from a
verbal statement of covariation, and the other involving verbal and
numerical graph interpretation from a coordinate scattergraph. Features
of graphical representations that may prompt student development at
different levels are discussed.
rv: