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Relevant bibliographies by topics / Reading and interpreting graphs and charts

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Academic literature on the topic 'Reading and interpreting graphs and charts'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Reading and interpreting graphs and charts"

1

Börner, Katy, Adam Maltese, Russell Nelson Balliet, and Joe Heimlich. "Investigating aspects of data visualization literacy using 20 information visualizations and 273 science museum visitors." Information Visualization 15, no. 3 (2015): 198–213. http://dx.doi.org/10.1177/1473871615594652.

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In the information age, a person’s ability to read and make data visualizations is nearly as important as being able to read and write text. This article reports the results of a multi-phase study conducted in informal learning environments in three US science museums. The goal of the study was to determine the familiarity of youth and adult museum visitors with different visualization types. To address this, a total of 273 visitors were shown 5 out of 20 different visualizations that included two charts, five maps, eight graphs, and five network layouts. They were asked to judge the familiari

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Hollands, J. G., and Ian Spence. "Integral and Separable Dimensions in Graph Reading." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (1997): 1352–56. http://dx.doi.org/10.1177/1071181397041002138.

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Subjects sorted decks of cards depicting pie charts and divided bar graphs on two criteria: the proportion shown in the graph, and the graph's overall size, or scaling. Sorting times and errors were measured. For divided bars, performance was impaired when subjects were required to sort the proportion and the overall scaling varied. No such impairment occurred for pie charts. The results suggest that proportion and scaling are integral dimensions for divided bar graphs, but separable dimensions for pie charts. Subjects can judge angles or slopes with pie charts having different scaling, but mu

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Johnson, Millie. "Mathematics Detective: Exploring Graphs: WYSIWYG." Mathematics Teaching in the Middle School 2, no. 5 (1997): 328–31. http://dx.doi.org/10.5951/mtms.2.5.0328.

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Many kinds of graphs and charts confront us wherever we turn. We must be able to pull important information from them when needed, such as the length of time to store milk safely or how much air to put in certain shock absorbers. The following graphs have been taken from various media sources. The questions will guide you in interpreting these interesting graphs.

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Barson, Alan, and Lois Barson. "Ideas." Arithmetic Teacher 35, no. 7 (1988): 19–24. http://dx.doi.org/10.5951/at.35.7.0019.

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Ideas this month uses newspapers as a source of data from which students design, read, and use tables, charts, and graphs. Proficiency in interpreting data is one of the essential skills necessary for successful problem solving. The following activities provide teachers with both short- and long-term projects.

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Ilaria, Daniel R., Matthew Wells, and Daniel R. Ilaria. "Lawn and Garden//Pulp Paper." Mathematics Teacher 107, no. 7 (2014): 492–95. http://dx.doi.org/10.5951/mathteacher.107.7.0492.

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Students analyze items from the media to answer mathematical questions related to the article. This month's problems involve reading slopes from graphs, finding average rates of change, and interpreting linear graphs.

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Eshach, Haim. "The use of intuitive rules in interpreting students’ difficulties in reading and creating kinematic graphs." Canadian Journal of Physics 92, no. 1 (2014): 1–8. http://dx.doi.org/10.1139/cjp-2013-0369.

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The ability to form and interpret kinematic graphs is an essential skill for students studying physics. The literature, however, details a variety of students’ difficulties in this regard. The present article discusses how intuitive rules theory (Stavy and Tirosh. Int. J. Sci. Educ. 18, 653 (1996)) can be applied as a conceptual framework for understanding why some of these difficulties may occur. It suggests, moreover, that explicit teaching regarding students’ use of intuitive rules in interpreting kinematic graphs may deepen students’ general understanding of graphs in physics.

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van den Bosch, Roxette M., Christine A. Espin, Ron J. Pat-El, and Nadira Saab. "Improving Teachers’ Comprehension of Curriculum-Based Measurement Progress-Monitoring Graphs." Journal of Learning Disabilities 52, no. 5 (2019): 413–27. http://dx.doi.org/10.1177/0022219419856013.

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The authors examined three instructional approaches for improving teachers’ curriculum-based measurement (CBM) graph comprehension, each differing in the extent to which reading the data, interpreting the data, and linking the data to instruction were emphasized. Participants were 164 elementary school teachers who were randomly assigned to one of three CBM instructional approaches or a control condition. Instruction was delivered via videos. Prior to and after receiving instruction, teachers completed a CBM graph-comprehension task. They also evaluated the instructional videos. Teachers in th

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Marston, Douglas. "Measuring Progress on IEPs: A Comparison of Graphing Approaches." Exceptional Children 55, no. 1 (1988): 38–44. http://dx.doi.org/10.1177/001440298805500104.

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The accuracy of predictions of future student performance on the basis of graphing data on semi-logarithmic charts and equal interval graphs was examined. Predictions made for 83 students on the basis of reading and written expression data collected over 7 weeks were compared to actual data collected for weeks 8, 9, and 10. Analyses of deviations between predictions and actual scores indicated that predictions were more accurate when the data had been graphed on equal interval graphs. Implications for training are discussed.

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Chapman, J. J. "Ambiguity, Scope, and Significance: Difficulties in Interpreting Celestial Phenomena in Chinese Records." Proceedings of the International Astronomical Union 14, A30 (2018): 152–55. http://dx.doi.org/10.1017/s1743921319003958.

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AbstarctSeveral problems contribute to difficulties in interpreting transient celestial phenomena as described in Chinese records. Frameworks are an overarching problem. Tianwen, the modern Chinese term for astronomy, in pre-modern times included meteorological phenonemena and was concerned with omenology. Manuscripts that include star charts and comets but also meteorological phenomena and omen reading texts were routinely reframed in modern scholarship to appear as if they included only astronomical content. The scope of pre-modern tianwen, however, was broader than its modern sense. Pre-mod

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Atkins, Rachel M., and Karen S. McNeal. "Exploring Differences Among Student Populations During Climate Graph Reading Tasks: An Eye Tracking Study." Journal of Astronomy & Earth Sciences Education (JAESE) 5, no. 2 (2018): 85–114. http://dx.doi.org/10.19030/jaese.v5i2.10219.

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Communicating climate information is challenging due to the interdisciplinary nature of the topic along with compounding cognitive and affective learning challenges. Graphs are a common representation used by scientists to communicate evidence of climate change. However, it is important to identify how and why individuals on the continuum of expertise navigate graphical data differently as this has implications for effective communication of this information. We collected and analyzed eye-tracking metrics of geoscience graduate students and novice undergraduate students while viewing graphs di

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Dissertations / Theses on the topic "Reading and interpreting graphs and charts"

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Miranda, Maria do Carmo da Silva Rodrigues. "Uma trajetória hipotética de aprendizagem: leitura e interpretação de gráficos e tabelas e medidas de tendência central em uma perspectiva construtivista." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10859.

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Made available in DSpace on 2016-04-27T16:57:05Z (GMT). No. of bitstreams: 1 Maria do Carmo da Silva Rodrigues Miranda.pdf: 4466440 bytes, checksum: 78da9e3297c73fa1710f24e092943e46 (MD5) Previous issue date: 2011-05-13<br>Secretaria da Educação do Estado de São Paulo<br>This study aimed to determine how to develop a Hypothetical Learning Trajectory (HLT), according to constructivist perspectives, considering the reading and interpreting of figures, charts and measures of mean, median and mode. Thus, It was analyzed the performance of the mathematics teachers in relation to the planning an

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Vonder, Embse Charles Bernard. "An eye fixation study of time factors comparing experts and novices when reading and interpreting mathematical graphs /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733076121707.

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Veras, Claudio Monteiro. "A estatística nas séries iniciais: uma experiência de formação com um grupo colaborativo com professores polivalentes." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/11462.

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Made available in DSpace on 2016-04-27T16:59:05Z (GMT). No. of bitstreams: 1 Claudio Monteiro Veras.pdf: 4249073 bytes, checksum: 41c68af8035f40748c3fa29064cd929b (MD5) Previous issue date: 2010-06-01<br>Secretaria da Educação do Estado de São Paulo<br>The objective of this research is to investigate the comprehension of a group of classroom teachers in a collaborative group, they teach math in early grades, in relation to the activities of Statistics, considering praxeological organization and specifically the understandings that these teachers have in relation to construction and reading g

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Pereira, Silvana. "A leitura e interpretação de tabelas e gráficos para alunos do 6º ano do ensino fundamental: uma intervenção de ensino." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/11433.

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Made available in DSpace on 2016-04-27T16:59:01Z (GMT). No. of bitstreams: 1 Silvana Pereira.pdf: 9940886 bytes, checksum: 6c3c9c68b3eec7bb8eb38411440743b7 (MD5) Previous issue date: 2009-10-21<br>Secretaria da Educação do Estado de São Paulo<br>The purpose of this study was to investigate the progress and limitations of an educational intervention in the 6th year of elementary school to a public school in the State of São Paulo, in order to answer the following research question: "What are the advances and limitations that an educational intervention for students in 6th grade of elementary

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Reis, Romeu Mauro dos. "Tratamento da informação e o ENEM: a matemática na trama da avaliação." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/11431.

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Made available in DSpace on 2016-04-27T16:59:00Z (GMT). No. of bitstreams: 1 Romeu Mauro dos Reis.pdf: 1926091 bytes, checksum: 95ce6c690e1e95a1e8cb54ee5783123b (MD5) Previous issue date: 2009-10-21<br>Secretaria da Educação do Estado de São Paulo<br>This study has as goal to analyze the development and the strategies used by pupils from the 3rd. year from the Medium Study (E.M.) in solving questions that involves the reading and interpretation of graphics and tables from questions of the National Exam of the Medium Study (ENEM) that present this theme, for asking the following questions fro

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Araujo, Leticia de Castro. "Concepções e competências de um grupo de professores polivalentes relacionadas à leitura e interpretação de tabelas e gráficos." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11494.

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Made available in DSpace on 2016-04-27T17:12:58Z (GMT). No. of bitstreams: 1 Leticia de Castro Araujo.pdf: 1350079 bytes, checksum: e53936b39991f19e6a9fa7bcc7bd3029 (MD5) Previous issue date: 2007-05-09<br>Made available in DSpace on 2016-08-25T17:25:38Z (GMT). No. of bitstreams: 2 Leticia de Castro Araujo.pdf.jpg: 2104 bytes, checksum: c4715912a635b5fbde63d2a9b070733f (MD5) Leticia de Castro Araujo.pdf: 1350079 bytes, checksum: e53936b39991f19e6a9fa7bcc7bd3029 (MD5) Previous issue date: 2007-05-09<br>Secretaria da Educação do Estado de São Paulo<br>I summarize starting from 1997 the Stati

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Books on the topic "Reading and interpreting graphs and charts"

1

Graph it: Reading charts and graphs. PowerKids Press, 2015.

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college, liverpool community. Pack 4:Reading Tasks:Reading charts and graphs. stevenage, 2003.

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Shea, Therese. Interpreting America's Civil War: Organizing and interpreting information in outlines, graphs, timelines, maps, and charts. Rosen Central, 2006.

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Wildlife scientists: Reading and understanding graphs. Teacher Created Materials, 2008.

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Robert, Mitchell. Contemporary's number power: Graphs, charts, schedules, and maps. Contemporary Books, 2000.

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Reading Critically: Text, Charts and Graphs 2e. Addison Wesley Publishing Company, 1998.

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GENERIC. Student Guide to Reading Tables, Charts and Graphs. Addison-Wesley, 2001.

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Maps, Globes, Graphs for Adults: Book 2 the United States (Maps/Globes/Graphs Adult). Steck Vaughn, 2000.

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Interpreting America's Civil War: Organizing And Interpreting Information In Outlines, Graphs, Timelines, Maps, And Charts (Critical Thinking in American History). Rosen Central, 2005.

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Graph It! Making Line Graphs. Gareth Stevens Publishing, 2015.

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Book chapters on the topic "Reading and interpreting graphs and charts"

1

"Interpreting Graphs and Charts." In Statistics for Laboratory Scientists and Clinicians. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108769457.014.

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Hai-Jew, Shalin. "Applied Analytical “Distant Reading” using NVivo 11 Plus™." In Social Media Data Extraction and Content Analysis. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0648-5.ch007.

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NVivo 11 Plus, a qualitative data analysis software tool, enables some types of “distant reading” albeit within the text data processing limits of the desktop machine. Some “distant reading” applications include the following: (1) word frequency counts (visualized as word clouds, tree maps, cluster analyses graphs, dendrograms, and ring graphs/circle graphs), (2) text searches (as word trees), (3) theme and sub-theme extractions (as bar charts), (4) matrix queries (as various types of data visualizations), (5) sentiment analyses (as bar charts, hierarchical treemaps, hierarchical sunburst diagrams, and text sets), (6) autocoding by existing pattern, and (7) geolocational mapping. While “distant reading” is still evolving, these unsupervised and semi-supervised machine reading approaches broaden the capabilities of researchers and may serve as a bridge to even more complex distant reading methods.

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Cavanaugh, Terence W., and Nicholas P. Eastham. "Creating Tactile Graphs for Students With Visual Impairments." In Interdisciplinary and International Perspectives on 3D Printing in Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7018-9.ch011.

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Educational technologists are often asked to provide assistance in the identification or creation of assistive technologies for students. Individuals with visual impairments attending graduate schools are expected to be able to work with data sets, including reading, interpreting, and sharing findings with others in their field, but due to their impairments may not be able to work with standard displays. The cost and time involved in preparing adapted graphs based on student research data for individuals with visual impairments can be prohibitive. This chapter introduces a method for the rapid prototyping of tactile graphs for students to use in data analysis through the use of spreadsheets, internet-based conversion tools, and a 3D printer.

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Rosenblum, Debra. "Informational Text and the Common Core." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch072.

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Currently, teachers of reading and language arts are being asked to look closely at what materials are being used in their classrooms. As of today, 45 states have become proponents of the Common Core State Standards (CCSS). These standards have been created to “ensure that students are equipped with the necessary knowledge and skills to be globally competitive” (NGA, et al., 2008, p. 24). These standards mandate a higher percentage of what has come to be termed informational text. The first question that needs to be answered is what exactly is the definition of informational text and why is it important? The largest change noted in the shift to informational text is the percentage of text required. Informational text covers a very broad spectrum of reading material including biographies and autobiographies: “books about history, social studies, science, and the arts”; “technical texts, including directions, forms, and information displayed in graphs, charts, or maps”; and “digital sources on a range of topics” (Maloch & Bomer, 2013, p. 209). In the upper grades, the different subject areas are generally taught by a variety of teachers. These content area teachers are experts in their fields and much of their information is strictly informational in nature to begin with. The problem is that “Most teachers are not taught how to teach reading” (Gewertz, 2012, p. 1). This leads to the question of how teachers are utilizing informational texts in their classrooms. This chapter explores informational texts and the Common Core State Standards (CCSS).

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Rosenblum, Debra. "Informational Text and the Common Core." In Standards and Standardization. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8111-8.ch007.

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Currently, teachers of reading and language arts are being asked to look closely at what materials are being used in their classrooms. As of today, 45 states have become proponents of the Common Core State Standards (CCSS). These standards have been created to “ensure that students are equipped with the necessary knowledge and skills to be globally competitive” (NGA, et al., 2008, p. 24). These standards mandate a higher percentage of what has come to be termed informational text. The first question that needs to be answered is what exactly is the definition of informational text and why is it important? The largest change noted in the shift to informational text is the percentage of text required. Informational text covers a very broad spectrum of reading material including biographies and autobiographies: “books about history, social studies, science, and the arts”; “technical texts, including directions, forms, and information displayed in graphs, charts, or maps”; and “digital sources on a range of topics” (Maloch & Bomer, 2013, p. 209). In the upper grades, the different subject areas are generally taught by a variety of teachers. These content area teachers are experts in their fields and much of their information is strictly informational in nature to begin with. The problem is that “Most teachers are not taught how to teach reading” (Gewertz, 2012, p. 1). This leads to the question of how teachers are utilizing informational texts in their classrooms. This chapter explores informational texts and the Common Core State Standards (CCSS).

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Conference papers on the topic "Reading and interpreting graphs and charts"

1

Francis, Krista, Michele Jacobsen, and Sharon Friesen. "The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2240.

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Visuals and graphics have been used for communicating complex ideas since 1786 when William Playfair first invented the line graph and bar chart. Graphs and charts are useful for interpretation and making sense of data. For instance, John Snow’s scatter plot helped pinpoint the source of a cholera outbreak in London in 1854 and also changed understandings of how germs were spread. While popular in the field of information graphics, rarely are graphs beyond the bar chart found in educational research articles. When present, the graphs do not necessarily enhance the findings of the data. Nor do

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