Making sense of a ”misleading” graph
Given the importance of a critical-analytical disposition in the case of graphical artefacts, this paper explores graphicacy based on students’ answers to an item from PISA survey test. Primarily, results from the written test were analyzed using PISA’s doubledigit rubrics or coding. In evaluating these categories, it is observed that just a small percentage of students are able to produce answers that reflect a critical-analytical approach with respect to the use of statistical/mathematical operators and forms of expressions. Secondly, video observation shows that students tend to employ what is perceived as an ”identification approach” while discussing the task. Whereas elements of mathematical and statistical ideas can be identified in the students’ discussion, these are not explicitly stated and are largely submerged in everyday concerns and forms of expression.
Oduor Olande is a Ph. D. candidate in the didactics of mathematics at the Department of Applied Science and Design, Mid Sweden University (Mittuniversitetet), Sweden. His special research interest is in interactions (sense making and analysis) with graphical artefacts. He is also interested in issues concerning stochastic thinking.