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ERIC Number: ED210185
Record Type: RIE
Publication Date: 1981-Jun
Pages: 219
Abstractor: N/A
Reference Count: 0
The Effect of Prior Knowledge, Reading and Mathematics Achievement, and Sex on Comprehending Mathematical Relationships Expressed in Graphs. Final Report.
Curcio, Frances R.
This study was designed to extend the schema-theoretic perspective of understanding general discourse to include graph comprehension. The sample included 204 fourth-grade and 185 seventh-grade pupils. Data were collected on achievement in reading and mathematics, sex, prior knowledge of topic, mathematical content, graphical form, and graph comprehension. Results indicated all independent variables, except sex, are unique predictors of graph comprehension for fourth graders. For seventh graders, unique predictors included mathematics achievement, reading achievement, and prior knowledge of content. There were no significant sex-related differences with fourth-grade pupils, but seventh-grade girls significantly out-performed boys in mathematics achievement. The results are viewed to imply that fourth graders focus their attention on a graph's surface structure, notably the topic and graphical form used. Seventh graders can scan graphs more effectively and become concerned with a graph's mathematical content. Implications for teachers are noted. (MP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Saint Francis Coll., Brooklyn, NY. Dept. of Education.
Identifiers: Graphing (Mathematics); Mathematics Education Research
Note: Contains occasional marginal legibility.