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dc.contributor.authorAlacaci, C.en_US
dc.contributor.authorLewis, S.en_US
dc.contributor.authorO'Brien G. E.en_US
dc.contributor.authorJiang, Z.en_US
dc.date.accessioned2016-02-08T09:54:30Z
dc.date.available2016-02-08T09:54:30Z
dc.date.issued2011en_US
dc.identifier.issn1305-8215
dc.identifier.urihttp://hdl.handle.net/11693/22031
dc.description.abstractChoosing graphs to display quantitative information is a component of graph sense. An important aspect of pre-service elementary teachers' content knowledge; ability to choose appropriate graphs in applied contexts is investigated in this study. They were given three scenarios followed by four graphs representing the same quantitative data. They rated the appropriateness of each graph and indicated the reasons for their choices. Results showed that pre-service elementary teachers can recognize the situations appropriate for bar graphs, pie charts, and line graphs and match the suitable graphs to these situations. However, they had limited knowledge of scatterplots and did not recognize the situations for which they are typically used. Implications of findings for elementary pre-service teacher education programs are drawn.en_US
dc.language.isoEnglishen_US
dc.source.titleEurasia: Journal of Mathematics, Science and Technology Educationen_US
dc.subjectGraph choiceen_US
dc.subjectGraphingen_US
dc.subjectStatisticsen_US
dc.subjectTeacher educationen_US
dc.subjectTeacher knowledgeen_US
dc.titlePre-service elementary teachers' understandings of graphsen_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage3en_US
dc.citation.epage14en_US
dc.citation.volumeNumber7en_US
dc.citation.issueNumber1en_US
dc.publisherEurasia Publishing Houseen_US


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