"Graph-as-picture" misconceptions in young students

Abstract

This paper presents work on the relatively under-researched topic of children's graphical knowledge. It extends Janvier's [1] research on the graph-as-picture misconception (GAPm, e.g. interpreting a line graph as the picture of a mountain) by identifying the prevalence of GAPm in a younger population and by examining gender differences. We used an established method for identifying GAPm and non-GAPm individuals and we also investigated the behaviour of these two groups of students on a diagram/picture decision task designed to provide insights into how students mentally represent their graphical knowledge. One in four of the students studied showed evidence of possessing a GAPm, with a higher prevalence in boys than in girls. © 2010 Springer-Verlag.