Comparing Graphical Representations in Mathematics, Science, and Engineering Textbooks and Practitioner Journals

Autor/inn/en	Paoletti, Teo; Lee, Hwa Young; Rahman, Zareen; Vishnubhotla, Madhavi; Basu, Debasmita
Titel	Comparing Graphical Representations in Mathematics, Science, and Engineering Textbooks and Practitioner Journals
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 7, S.1815-1834 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paoletti, Teo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1847336
Schlagwörter	Mathematics Education; Science Education; Engineering Education; Textbooks; Textbook Content; Periodicals; Graphs; Visual Aids; Journal Articles; Coding; Time; Secondary Education; Postsecondary Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Naturwissenschaftliche Bildung; Ingenieurausbildung; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Grafische Darstellung; Anschauungsmaterial; Journal article; Zeitschriftenaufsatz; Codierung; Programmierung; Zeit; Sekundarbereich; Post-secondary education; Tertiäre Bildung
Abstract	In this study, we examined graphical representations in several mathematics, science, and engineering textbooks and practitioner journals with the goal of identifying similarities and differences across these sources. To do this, we drew from the extant research on students interpreting graphs and reasoning covariationally to develop a framework to analyse different aspects of graphical representations in these sources. We present several key findings which include identifying different uses of coordinate system which are prevalent in specific sources, the prevalence of contextualized and decontextualized quantities across sources, and differences in the frequency with which certain graphing conventions are maintained. We conclude by discussing implications of this study in relation to the teaching and learning of graphical representations across these fields and directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01