Abstract
This chapter discusses how a group of 86 engineering students compared the sales performances of two motor car companies which were presented using frequency polygons. Two levels of analyses were performed on students’ responses. First, a hierarchical task analysis was used to categorize students’ responses after which the Structure of the Observed Learning Outcome (SOLO) taxonomy was used to analyse the quality of their responses. The finding shows that more than 80% of the students were able to identify relevant data in the task but failed to link data to provide coherent support for their answers.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (structure of the observed learning outcome). London: Academic Press.
Ministry of Education. (2001). Primary Mathematics Syllabus. Retrieved from http://www.moe.gov.sg/education/syllabuses/sciences/files/maths-primary-2001.pdf.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Chia, H.T. (2016). Students’ Sense-Making of Graphical Representation in a Basic Statistics Module. In: Ben-Zvi, D., Makar, K. (eds) The Teaching and Learning of Statistics. Springer, Cham. https://doi.org/10.1007/978-3-319-23470-0_23
Download citation
DOI: https://doi.org/10.1007/978-3-319-23470-0_23
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-23469-4
Online ISBN: 978-3-319-23470-0
eBook Packages: EducationEducation (R0)