Over the years graphs, charts and tables have become a huge success in communicating information visually. In most cases it has made it easy for people to read, analyze, and interpret data. But we have to be careful when using these tools to display data because it is not always appropriate. For me using graphs in the classroom setting has been a big benefit when it comes to math. I think graphs are more perceptible to younger students than charts, what do you think? Why?
Are graphs and charts misleading?
When is it appropriate to use a visual display of quantitative information in a classroom?
As a visual learner, I enjoy the use of graphs and feel that they can be more effective in analyzing data. They provide the viewer with a clear view to compare data, which appeals to different learning styles. With graphs, students are better able to make predictions and compare the data easily. They are able to discuss the data from the graph.
ReplyDeleteSometimes graphs and charts can be misleading. As Tufte explains, data should not be distorted. Dimensions on each part of a graph and chart should be consistent, to show accurate data. Students need to understand how to do this. Students should also begin to learn how to recognize when data can be misleading even at an early age.
Visual displays of quantitative information can be used almost anywhere in the classroom, specifically in the math classroom. We often integrate bar graphs and other visuals into our classroom early on. For example, in our kindergarten class we learn about apples. We often graph our favorite type of apple and compare data. I ask questions such as “what if we had one more student join our class” and so on to stimulate conversation. Visual displays can be used almost anywhere in the classroom, but should have a purpose.
Tufte, E. (1983). Graphical Integrity. In The Visual Display of Quantitative Information. Cheshire, Connecticut: Graphic Press.
I am a visual learner as well! Graphs are very helpful as long as they aren't distorted. An organized graph can make all the difference when analyzing data.
ReplyDeleteI think math class is the most common place students will run in to all the different graphs used. The more students are exposed to graphs and tables the easier it will be for them to collect and anaylze data.
What type of graph do you think is the most useful and why?
I totally agree with all of you. I'm also a visual learner and appreciate it when information is displayed well. I like to glance an a graphic organizer to get the run-down of the topic before going into it deeper. I have students who also need to use graphs and images to understand the text as well.
ReplyDeleteI have found that students understand bar graphs better than any other. There is a one to one connection for them to see. Line graphs usually display time...time is really difficult for them to understand let alone a visual display of time.
When do you think pie charts should be used? I just don't think they are that great! What's the big deal???
Good points Carrie,
ReplyDeleteBar graphs are useful in the classroom and I think they are the easiest for students to read and understand. And line graphs are hard for them to grasp because it usually displays time.
Pie charts are hard because they deal with percentages. And the percentage cannot be over 100% so it is restricted to only certain content. I found the site below to be helpful in defining some of the different visual tools we use in the classroom:
http://www.sapdesignguild.org/resources/diagram_guidelines/charts_bk.html
I've found the use of graphical information to be invaluable in communicating complicated data within a lesson. As a Special Educator, I often see that students who have difficulty deciphering charts and extensive readings related to a topic will readily accept the interpreting that same information graphically. The visual display of quantitative information is a non-threatening display. If the graphic is not distorted and has "clear, detailed andd thorough labeling"(Tufte)most graphical displays are easily accessible by its audience.
ReplyDeleteTufte, E. (1983). Graphical Integrity. In The Visual Display of Quantitative Information, (pp. 53-77). Chesire, Connecticut: Graphic Press.
Lorna