Supplementing the Graphing Curriculum
Calvin E. Piston · Mathematics Teacher Learning and Teaching PK-12 · 1992
Most students, both at the secondary school level and the university level, have a great deal of trouble understanding graphs. Even many of the best students seem to have inadequate intuition and understanding when confronted with a nonstandard problem involving interpretation of data represented graphically (see, e.g., Monk [1988]). Students need improved skill in interpretation of graphical data to respond better to information that assails them daily, both outside and inside the classroom. This article presents some suggestions for supplementing the traditional curriculum that serve to help develop the full power of graphs.