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Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.
written by Rebecca Rosenblatt
I present results from a two-year study classifying student difficulties reasoning with graphed data. I show large differences in student ability to use certain graphed data. Namely, students struggle more with graphs in which the variables have no relation or an unknown relationship than with typical graphs where the data shows a relationship. I expand on this finding and present evidence for three deep issues with graphical/data-driven reasoning. First, many students incorrectly assume there must be dependence between the axes of any graph whether or not the data suggests a relation and whether or not it was a controlled experiment. Second, students have issues using a legend to infer information about a third variable. Third, by comparing pictorial reasoning responses to graphical ones, it is evident that students have deeper logical reasoning issues such as, "if x doesn't change and y does, than x doesn't affect y."
Physics Education Research Conference 2014
Part of the PER Conference series
Minneapolis, MN: July 30-31, 2014
Pages 223-226
Subjects Levels Resource Types
Education Foundations
- Problem Solving
= Representational Use
- Student Characteristics
= Skills
General Physics
- Scientific Reasoning
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
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Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2014.pr.052
PACS:
01.40.Fk
Keywords:
PERC 2014, Student difficulties, control of variables, graphs, reasoning
Record Creator:
Metadata instance created April 28, 2015 by Lyle Barbato
Record Updated:
May 26, 2015 by Bruce Mason
Last Update
when Cataloged:
April 28, 2015
Other Collections:

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Record Link
AIP Format
R. Rosenblatt, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13492&DocID=4087).
AJP/PRST-PER
R. Rosenblatt, Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information., presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13492&DocID=4087>.
APA Format
Rosenblatt, R. (2014, July 30-31). Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.. Paper presented at Physics Education Research Conference 2014, Minneapolis, MN. Retrieved December 17, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13492&DocID=4087
Chicago Format
Rosenblatt, Rebecca. "Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.." Paper presented at the Physics Education Research Conference 2014, Minneapolis, MN, July 30-31, 2014. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13492&DocID=4087 (accessed 17 December 2017).
MLA Format
Rosenblatt, Rebecca. "Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.." Physics Education Research Conference 2014. Minneapolis, MN: 2014. 223-226 of PER Conference. 17 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13492&DocID=4087>.
BibTeX Export Format
@inproceedings{ Author = "Rebecca Rosenblatt", Title = {Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.}, BookTitle = {Physics Education Research Conference 2014}, Pages = {223-226}, Address = {Minneapolis, MN}, Series = {PER Conference}, Month = {July 30-31}, Year = {2014} }
Refer Export Format

%A Rebecca Rosenblatt
%T Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.
%S PER Conference
%D July 30-31 2014
%P 223-226
%C Minneapolis, MN
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13492&DocID=4087
%O Physics Education Research Conference 2014
%O July 30-31
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Rosenblatt, Rebecca
%D July 30-31 2014
%T Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.
%B Physics Education Research Conference 2014
%C Minneapolis, MN
%P 223-226
%S PER Conference
%8 July 30-31
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13492&DocID=4087


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