Graphing: Cognitive ability or practice?

  title={Graphing: Cognitive ability or practice?},
  author={W. Roth and M. K. McGinn},
  journal={Science Education},
  • W. Roth, M. K. McGinn
  • Published 1997
  • Psychology
  • Science Education
  • Traditional views conceive graphing as knowledge represented in students' minds. We show in our critique that such views lead to a common assessment problem of how to account for variations in performance across contexts and tasks, and a common attribution problem that locates difficulties in students' deficient cognitive apparatus. Grounded in recent research of scientists at work and everyday cognition, this article provides an alternative perspective that conceives of graphing as observable… CONTINUE READING
    127 Citations

    Figures from this paper

    Professionals Read Graphs: A Semiotic Analysis
    • 141
    • PDF
    Challenges with graph interpretation: a review of the literature
    • 98


    The impact of microcomputer‐based labs on children's ability to interpret graphs
    • 362
    Situated Cognition and the Culture of Learning
    • 13,225
    • PDF
    Functions, Graphs, and Graphing: Tasks, Learning, and Teaching
    • 936
    • PDF
    But What Do Children Really Think? Discourse Analysis and Conceptual Content in Children's Talk
    • 114
    Abstract Meditations on the Concrete and Concrete Implications for Mathematics Education
    • 220
    • PDF
    Scandinavian Design: On Participation and Skill
    • P. Ehn
    • Sociology, Computer Science
    • Usability - Turning Technologies into Tools
    • 1992
    • 568
    • PDF