STUDENT TEACHERS INTERPRETING MEDIA GRAPHS

Abstract

The official inclusion of the teaching of graphing in school curricula has motivated increasing research and innovative pedagogical strategies such as the use of media graphs in school contexts. However, only a few studies have investigated knowledge about graphing among those who will teach this curricular content. We discuss aspects of the interpretation of media graphs among primary school student teachers from Brazil and England. We focus on data which came from questionnaires which gives evidence of elements of “Critical Sense,” which involves the mobilisation of several kinds of knowledge and experiences, in the interpretation of statistical graphs.