The visual side to numeracy: Students’ sensemaking with graphics

Carmel Diezmann, Tom Lowrie, Lindy Sugars, Tracy Logan

Research output: Contribution to journalArticle

Abstract

The 21st century has placed increasing demand on individual’s proficiency with a wide array of visual representations, that is graphics (Harris, 1996). Hence, proficiency with visual tasks needs to be embedded across the curriculum (National Academies, 2006). In mathematics, various graphics (e.g., maps, charts, number lines, graphs) are used as a means of communication of mathematical ideas and also as tools for thinking about these ideas. Thus, to be numerate in contemporary society, all individuals need to make sense of the graphical aspects of mathematics. Although an understanding of representations is critical for numeracy (Pugalee, 1999), proficiency with graphics in mathematics is often overlooked. The purpose of this paper is to highlight the six key types of graphics used in mathematics and to provide some suggestions for developing students’ ability to interpret each of these types of graphics. As a background to the discussion on types of graphics, two roles of graphics are first discussed. The ability to create graphics has been described elsewhere
(Diezmann, 2002)
Original languageEnglish
Pages (from-to)16-20
Number of pages5
JournalAustralian Primary Mathematics Classroom
Volume14
Issue number1
Publication statusPublished - 2009
Externally publishedYes

Fingerprint

mathematics
student
ability
academy
curriculum
communication
demand
Society

Cite this

@article{739684869a8c4b4da57e03c80c70e291,
title = "The visual side to numeracy: Students’ sensemaking with graphics",
abstract = "The 21st century has placed increasing demand on individual’s proficiency with a wide array of visual representations, that is graphics (Harris, 1996). Hence, proficiency with visual tasks needs to be embedded across the curriculum (National Academies, 2006). In mathematics, various graphics (e.g., maps, charts, number lines, graphs) are used as a means of communication of mathematical ideas and also as tools for thinking about these ideas. Thus, to be numerate in contemporary society, all individuals need to make sense of the graphical aspects of mathematics. Although an understanding of representations is critical for numeracy (Pugalee, 1999), proficiency with graphics in mathematics is often overlooked. The purpose of this paper is to highlight the six key types of graphics used in mathematics and to provide some suggestions for developing students’ ability to interpret each of these types of graphics. As a background to the discussion on types of graphics, two roles of graphics are first discussed. The ability to create graphics has been described elsewhere(Diezmann, 2002)",
author = "Carmel Diezmann and Tom Lowrie and Lindy Sugars and Tracy Logan",
year = "2009",
language = "English",
volume = "14",
pages = "16--20",
journal = "Australian Primary Mathematics Classroom",
issn = "1326-0286",
number = "1",

}

The visual side to numeracy: Students’ sensemaking with graphics. / Diezmann, Carmel; Lowrie, Tom; Sugars, Lindy; Logan, Tracy.

In: Australian Primary Mathematics Classroom, Vol. 14, No. 1, 2009, p. 16-20.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The visual side to numeracy: Students’ sensemaking with graphics

AU - Diezmann, Carmel

AU - Lowrie, Tom

AU - Sugars, Lindy

AU - Logan, Tracy

PY - 2009

Y1 - 2009

N2 - The 21st century has placed increasing demand on individual’s proficiency with a wide array of visual representations, that is graphics (Harris, 1996). Hence, proficiency with visual tasks needs to be embedded across the curriculum (National Academies, 2006). In mathematics, various graphics (e.g., maps, charts, number lines, graphs) are used as a means of communication of mathematical ideas and also as tools for thinking about these ideas. Thus, to be numerate in contemporary society, all individuals need to make sense of the graphical aspects of mathematics. Although an understanding of representations is critical for numeracy (Pugalee, 1999), proficiency with graphics in mathematics is often overlooked. The purpose of this paper is to highlight the six key types of graphics used in mathematics and to provide some suggestions for developing students’ ability to interpret each of these types of graphics. As a background to the discussion on types of graphics, two roles of graphics are first discussed. The ability to create graphics has been described elsewhere(Diezmann, 2002)

AB - The 21st century has placed increasing demand on individual’s proficiency with a wide array of visual representations, that is graphics (Harris, 1996). Hence, proficiency with visual tasks needs to be embedded across the curriculum (National Academies, 2006). In mathematics, various graphics (e.g., maps, charts, number lines, graphs) are used as a means of communication of mathematical ideas and also as tools for thinking about these ideas. Thus, to be numerate in contemporary society, all individuals need to make sense of the graphical aspects of mathematics. Although an understanding of representations is critical for numeracy (Pugalee, 1999), proficiency with graphics in mathematics is often overlooked. The purpose of this paper is to highlight the six key types of graphics used in mathematics and to provide some suggestions for developing students’ ability to interpret each of these types of graphics. As a background to the discussion on types of graphics, two roles of graphics are first discussed. The ability to create graphics has been described elsewhere(Diezmann, 2002)

M3 - Article

VL - 14

SP - 16

EP - 20

JO - Australian Primary Mathematics Classroom

JF - Australian Primary Mathematics Classroom

SN - 1326-0286

IS - 1

ER -