Examining Teachers' Knowledge of Line Graph Task: A Case of Travel Task

Autor/inn/en	Patahuddin, Sitti Maesuri; Lowrie, Tom
Titel	Examining Teachers' Knowledge of Line Graph Task: A Case of Travel Task
Quelle	In: International Journal of Science and Mathematics Education, 17 (2019) 4, S.781-800 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-018-9893-z
Schlagwörter	Gender Differences; Graphs; Teaching Experience; Foreign Countries; Knowledge Level; Faculty Development; Comprehension; Science Process Skills; Knowledge Base for Teaching; Indonesia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Grafische Darstellung; Ausland; Wissensbasis; Verstehen; Verständnis; Teaching theory; Theory of teaching; Unterrichtstheorie; Indonesien
Abstract	Teachers should possess a robust knowledge of graph interpretation in a world that requires increasingly scientific citizens. This study aimed to investigate teachers' knowledge of interpreting a context-based line graph, by understanding the types of difficulties teachers have in interpreting such graphs. The study also sought to determine whether there were gender differences in teachers' graph interpretation skills and determine whether these interpretation skills were different among teachers with varying teaching experiences. Sixty-one teachers from ten districts in one Indonesian province participated in this study. Empirically derived items were developed to identify the teacher's conceptual understanding of line graphs with Curcio's ("Journal for Research in Mathematics Education," 18(5), 382-393, 1987) level of interpretation applied to explain the difficulties encountered. This study revealed that most of the teachers had difficulty answering questions that required 'reading beyond the data'. Specifically, these teachers interpreted the graph as an iconic representation of a real event rather than an abstract representation of data (i.e., speed vs. time). Performance differences in teachers' understanding of the graph were dependent on the grade level they taught, with differences especially evident in the interpretation of moderate and difficult items. There were no differences in teachers' understanding by gender or years of teaching experience. The results highlight the importance of focusing on teacher professional development centering on teachers' knowledge of graph comprehension. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01