Pre-Algebra Students' Performance Locating and Interpreting Data in Graphs and Maps

Autor/inn/en	Rosenblum, L. Penny; Zebehazy, Kim T.; Gage, Nicholas A.; Beal, Carole R.
Titel	Pre-Algebra Students' Performance Locating and Interpreting Data in Graphs and Maps
Quelle	115 (2021) 6, S.550-560 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Algebra; Data Interpretation; Visual Aids; Visual Impairments; STEM Education; Middle School Students; High School Students; Mathematical Concepts; Direct Instruction; Intervention + Suchen Sie Ihr Suchwort? Data evaluation; Datenauswertung; Anschauungsmaterial; Visual handicap; Sehbehinderung; STEM; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Introduction: Developing graphicacy skills is important for students with visual impairments if they are to succeed in science, technology, engineering, and mathematics (STEM) content. Teachers of students with visual impairments report that they lack resources to use in teaching students graphicacy skills. Methods: Forty-one students with visual impairments in grades 5-10 completed a pretest, intervention, and posttest designed to evaluate their skills locating and interpreting graphical data. Videos of the pre- and posttests were scored using a researcher developed instrument. Results: Following intervention, there was a significant difference in students' ability to use descriptors and mathematical terms when exploring graphs and a map. Students answered significantly more questions correctly from pre- to posttest. Discussion: Students who receive direct instruction in how to locate and interpret data in graphs and maps can improve their level of independence in STEM classes. Use of an intervention that targets the development of graphicacy skills has been found to be effective. Implications for practitioners: More research is needed to determine effective hand strategies students should use when exploring different types of graphics. [This article was published in "Journal of Visual Impairment & Blindness" (EJ1321665).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01