Prospective mathematics teachers’ extrapolative reasoning about misleading bar graphs
Résumé
This study investigates prospective mathematics teachers’ (PSTs) reasoning about magnitudes in misleading bar graphs. We report results from three student teachers who worked in a group. They made sense of vertically-oriented bar graphs whose vertical axis was not equi-spaced or y-axis did not start with zero. We analyze PSTs’ extrapolative reasoning that refers to the ways they identified implicit relationships in graphs. The results demonstrated that PSTs modified or re-produced the bar graphs to overcome the misleading information, and re-labeled the numerical values of the categorical variables. They focused on arithmetic calculations and used them as a checking tool when they modified the bar graphs. They changed the location of the zero baseline and tended to keep the lengths of the bars invariant.
Origine | Fichiers produits par l'(les) auteur(s) |
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