### Abstract

(Diezmann, 2002)

Original language | English |
---|---|

Pages (from-to) | 16-20 |

Number of pages | 5 |

Journal | Australian Primary Mathematics Classroom |

Volume | 14 |

Issue number | 1 |

Publication status | Published - 2009 |

Externally published | Yes |

### Fingerprint

### Cite this

*Australian Primary Mathematics Classroom*,

*14*(1), 16-20.

}

*Australian Primary Mathematics Classroom*, vol. 14, no. 1, pp. 16-20.

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

Research output: Contribution to journal › Article

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 -