AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Monteiro C, Ainley J. Investigating the Interpretation of Media Graphs among Student Teachers. Int Elect J Math Ed. 2007;2(3), 187-207.
APA 6th edition
In-text citation: (Monteiro & Ainley, 2007)
Reference: Monteiro, C., & Ainley, J. (2007). Investigating the Interpretation of Media Graphs among Student Teachers. International Electronic Journal of Mathematics Education, 2(3), 187-207.
Chicago
In-text citation: (Monteiro and Ainley, 2007)
Reference: Monteiro, Carlos, and Janet Ainley. "Investigating the Interpretation of Media Graphs among Student Teachers". International Electronic Journal of Mathematics Education 2007 2 no. 3 (2007): 187-207.
Harvard
In-text citation: (Monteiro and Ainley, 2007)
Reference: Monteiro, C., and Ainley, J. (2007). Investigating the Interpretation of Media Graphs among Student Teachers. International Electronic Journal of Mathematics Education, 2(3), pp. 187-207.
MLA
In-text citation: (Monteiro and Ainley, 2007)
Reference: Monteiro, Carlos et al. "Investigating the Interpretation of Media Graphs among Student Teachers". International Electronic Journal of Mathematics Education, vol. 2, no. 3, 2007, pp. 187-207.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Monteiro C, Ainley J. Investigating the Interpretation of Media Graphs among Student Teachers. Int Elect J Math Ed. 2007;2(3):187-207.
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 and interviews which gives evidence of the mobilisation of several kinds of knowledge and experiences, in the interpretation of media statistical graphs. The discussion of results might contribute to an understanding of the complexity of the interpretation of such graphs, and to the development of pedagogical strategies which can help teachers think about the teaching and learning of statistics in ways that will support the balance of these kinds of knowledge.