Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 37 Issue 2, June 2000
31 – 36
Reflecting on Students’ Understanding of Data
Kay McClain
Ongoing discussions about students’ experiences with data analysis include debates about the role of graphical representations in supporting students’ understandings (Shaughnessy 1992; Lehrer and Romberg, in press; Hancock, Kaput and Goldsmith 1992). More specifically, do students first need to know how to construct various types of graphs before they can engage in an analysis of data, or can they learn to construct various types of graphs by engaging in data analysis?
