NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147601
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
EISSN: N/A
Probing Factors Influencing Students' Graph Comprehension Regarding Four Operations in Kinematics Graphs
Phage, Itumeleng B.; Lemmer, Miriam; Hitge, Mariette
African Journal of Research in Mathematics, Science and Technology Education, v21 n2 p200-210 2017
Students' graph comprehension may be affected by the background of the students who are the readers or interpreters of the graph, their knowledge of the context in which the graph is set, and the inferential processes required by the graph operation. This research study investigated these aspects of graph comprehension for 152 first year undergraduate South African physics students by comparing their questionnaire responses to tasks requiring corresponding mathematics and kinematics graph operations. Interviews with 14 participants aided in interpreting the quantitative data. Participants' gender, year of school completion and study course served as reader characteristics. Their responses were interpreted in terms of their contextual knowledge (understanding kinematics and mathematics concepts, especially graphs, as well as aspects regarding the nature of these subjects) and the inferential processes (visual decoding and judgement) required when performing graph operations. Four graph operations were investigated, namely reading coordinates, determining the gradient of and the area under a line graph and connecting representations. The results of the empirical study indicated that reader characteristics had small to medium effects on the students' responses while their contextual knowledge and the inferential processes largely determined their performance of graph operations. The participants generally transferred their mathematics knowledge on coordinate reading and representations of straight line functions to the kinematics contexts, but not in the cases of parabolic and hyperbolic functions or area under graphs. Insufficient understanding of the gradient concept contributed to weak performances on this graph operation in both the mathematics and kinematics contexts. From this comprehensive study it is deduced that participants' problems with kinematics graphs are mainly due to insufficient contextual knowledge that is foundational to the physical-mathematical model of linear motion represented by the graphs. These deficiencies hamper students in knowing what inferential processes to perform and how to do them. The dependence of the results on the graph contexts and operations reveals the complexity of students' graph comprehension in kinematics.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A