Graphs

Abstract

The proficiency in graphing is an important element of scientific literacy. Students at all learning levels have many difficulties with graph interpretation, the most common ones being the slope-height confusion, the interval-point confusion and the iconic graph interpretation. Interpreting the area under a graph seems to be more difficult than interpreting the slope of a graph. In graph construction, students have problems choosing the scale and correctly labeling the axes of a graph, entering or fitting the data. Students solve mathematical graph problems better than the isomorphic physics or other context problems, but spontaneous transfer of knowledge from mathematics to physics is not common. Several diagnostic instruments on graphs were developed, validated and shown to be helpful in diagnosing student difficulties with graphs. Eye-tracking studies were used to explore students' visual attention when solving problems with graphs. The reasons for student difficulties with graphs may lie in students' cognitive abilities. Spatial ability and conceptual knowledge seem to be intertwined and together form the underpinning of students' graphing abilities. Skills for interpreting diagrams and graphs must be learned and are mostly domain specific. Physics instruction may help students develop graphing skills through building conceptual knowledge and promoting transfer from mathematics.