Chilean Children's Reading Levels of Statistical Graphs

Autor/inn/en	Díaz-Levicoy, Danilo; Batanero, Carmen; Arteaga, Pedro; Gea, María M.
Titel	Chilean Children's Reading Levels of Statistical Graphs
Quelle	In: International Electronic Journal of Mathematics Education, 14 (2019) 3, S.689-700 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Graphs; Statistical Data; Children; Foreign Countries; Grade 6; Grade 7; Middle School Students; Critical Reading; Reading Achievement; Difficulty Level; Early Adolescents; Interpretive Skills; Mathematical Concepts; Chile + Suchen Sie Ihr Suchwort? Grafische Darstellung; Child; Kind; Kinder; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kritisches Lesen; Leseleistung; Schwierigkeitsgrad; Interpretationsmethode
Abstract	The aim of this research was comparing the performance of primary school Chilean children when reading different types of graphs included in the primary school curriculum in this country (pictogram, line graph, pie chart and dot plot). A sample of 745 6th and 7th Grade students were given a questionnaire including four tasks in each of which they should perform a critical reading of one of these graphs. The analysis of the children written responses to the questionnaire served to compare the tasks difficulty when measured by the percentage of correct responses and to study the reading level achieved in the children's responses using the classification of Curcio and his collaborators. Globally, the children obtained 60% or more correct responses except when reading the pie chart that was the most difficult task, probably because of the need of proportional reasoning, which is still developing at this age. Few children succeeded in attaining the critical reading level N4 in their responses, although most of them achieved the reading level N2, which implies not only a literal reading, but also the ability to compare the data or perform computations with the same. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01