DOCSLIB.ORG

University of Warwick Institutional Repository

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
University of Warwick Institutional Repository University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/73122 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. Investigating critical sense in the interpretation of media graphs by Carlos Eduardo Ferreira Monteiro A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Mathematics Education University of Warwick, Institute of Education April 2005 INDEX Contents ......................................................................................... List of Figures...... .. .... ... ... ......... ... ..... .......... ..... .......... ...... ... ..... ..... ..... v List of Tables............................ ........ ...... ............ ...... ............... ... ...... VI Acknowledgments .............................................................................. viii Declaration ....................................... " . .. .. .. .. ix Abstract........................................................................................... x Contents CHAPTER 1 - Introduction...... ....... ........... ............... ... ..... .... .......... ... 1 1.1 Setting the scene .............. ,.. ........ ......... ......... ....... ...... ...... ........ ...... 1 1.2 The purpose of this study.. .... .............. ...... ...... ... ... .... ........ ...... ..... ... 6 1.3 The structure of this thesis........................................................... ... 6 CHAPTER 2 - Literature review - interpretation of graphs........... .... .••.. .•.... 8 2.1 Ovef'\l'iew.................................................................................... 8 2.2 The development of graphs............................................................. 9 2.3 Components of graphs................................................................... 11 2.4 Types of gra.phs... ... ......... ...... ..... ................ ............ ...... ......... .... ... 14 2.5 Graphs presenting data... ...... ...... ... ... ...... ...... ... ..... ....... ..... ... ....... ... 16 2.6 Statistical literacy •.....•...............••.••.•...••.•....••.•••.••.•...•......•.•••..••• ..• 18 2.7 The research in interpretation of graphs ............................................. 21 2.7.1 Misconceptions and errors in interpretations of graphs ............. , ................ 22 2.7.2 Assessment in interpretation of graphs ................................................. 23 2.7.3 Influence of other aspects in interpretation of graphs................................ 25 2.7.4 Interpretation of media graphs .............................. " . .. .. .. .. 28 2.8 Contexts of interpretation of graphs.................................................. 29 2.9 Teacher education and teaching graphing .......................................... 31 2.10 Summa~ of chapter 2.................................................................. 34 CHAPTER 3 - Approaching the complexity of interpretation of media graphs.• 36 3.1 Ovenriew ..................................................................................... 36 3.2 Socio-cultural aspects of the interpretations of graphs ..•.....•...............••... 36 3.3 Interpretation of graphs as an interactive process .............•.............•••.... 38 3.4 Interpretation of media graphs in out-of-school and school contexts ............ 40 3.5 Critical thinking and critical education ................................................ 44 3.6 Affective aspects involved in interpretations of graphs ............................. 49 3.7 Summal)" of chapter 3 ..................................................................... 51 CHAPTER 4 - Findings of the pilot study ................................................. 52 4.1 Ove"iew ..................................................................................... 52 4.2 Method ....................................................................................... 53 4.2.1 Ethical considerations ...................................................................... 54 4.2.2 Participants ................................................................................. 56 4.2.3 Questionnaires ............................................................................... 56 4.2.4 Interviews ................................................................................... 57 4.2.5 Interview media graphs tasks ............................................................ 60 4.2.5.1 Contraception-fertility graph .................................................................... 61 4.2.5.2 Road accidents graphs ........................................................................... 63 4.2.5.3 Contraception-fertility graph items ............................................................. 64 4.2.5.4 Road accidents graphs items ..................................................................... 65 4.3 Analyses of the responses of media graph tasks ...................................... 66 4.3.1 Contraception-fertility graph items ...................................................... 67 4.3.2 Road accident graphs items ............................................................... 69 4.3.3 Discussion of the interview tasks ....................................................... 73 4.4 Directions for the main study .............................................................75 4.5 SummaI)' of chapter 4 ......................................................................76 CHAPTER 5 - Main study method ......................................................... 78 5.1 Ove"iew ..................................................................................... 78 5.2 Defining the methodology-................................................................ 78 5.3 Data coUection .............................................................................. 80 5.3.1 Participants ................................................................................. 80 11 5.3.1.1 British participants ............. ,. '" ...................... , ...................................... 82 5.3.1.2 Brazilian participants ............................................................................ 84 5.3.2 Questionnaire .............................................................................. 86 5.3.2.1 Contraception-fertility graph and related questionnaire items ............................. 89 5.3.2.2 Road accidents' graph and related questionnaires items .................................... 90 5.3.3 Interviews .................................................................................. 92 5.4 Data Analy'sis............................................................................... 96 5.4.1 Coding the questionnaires............................................................... 96 5.4.2 Analyses of the interviews ................................................................ 98 5.5 Summaf)' of chapter S ..................................................................... 99 CHAPTER 6 - Findings from the questionnaires ..................................... 100 6.1 Ovel'\'iew .................................................................................... 100 6.2 Analy"sis of questionnaire data ......................................................... 101 6.3 Responses to reading background items •••.••....•.••....•.•.••...•..•..••••...••..• 103 6.4 Responses to contraception-fertility graph items ....•.......••..................•.. 110 6.4.1 Contraception-fertility graph statements ............................................. 112 6.4.2 Contraception-fertility graph questions ............................................... 119 6.S Responses to road accident graph items .•.•••.•.•.•.•.•••.•..••...•••.•..••.••.•••.. 126 6.5.1 Road accidents graphs questions .................................... '" ............... 127 6.5.2 Drawing a graph which combined the data from road accident graphs .......... 129 6.5.3 Analysing road accidents graphs targets ............................................. 133 6.6 Discussion of the participants' questionnaire responses ...•••...•..•••...••.•••. 136 6.7 SummaI)' of ehapter 6 .................................................................. 140 CHAPTER 7 - Findings from the interviews •••............••.••.•...•...•••..•..•...•. 141 7.1 Ovenriew ................................................................................... 141 7.2 The intefV"iews ............................................................................ 142 7.3 Briefing: Starting the interviews ...................................................... 143 7.4 Questions about the contraception-fertility graph .•.•••.•••..•••.......••..•...... 145 7.4.1 Reading the data questions (contraception-fertility) ................................ 146 7.4.2 Reading between the data questions (contraception-fertility) ..................... 147 7.4.3 Reading beyond the data questions (contraception-fertility) ....................... 150 III 7.5 RecaU of the questionnaire responses to the contraception-fertility graph task•.• 159 7.6 Questions about the road accidents graphs ...••••..••..•••••••••••..•.•••.•......•.....••• 162 7.6.1 Reading the data questions (road accidents) ...............................................
Load more

Recommended publications
  • Rising to Real World Challenges – from the Lab to Changing Lives
    The Universities of the West Midlands. Rising to real world challenges – from the lab to changing lives. 1 Rising to real world challenges – from the lab to changing lives How the Universities of the West Midlands are coming together to realise the grand challenges facing the UK and the world Introduction Universities are economic engines contributing £2.9 billion GVA to the West Midlands and creating 55,000 jobs (directly and indirectly) across all skills levels. While many are recognised for their impact in talent and innovation generated through teaching and research, it can be difficult to understand the link between the work happening in their institutions and how it will affect everyday lives. The Universities of the West Midlands – Aston University, Birmingham City University, Coventry University, University of Birmingham, University of Warwick and the University of Wolverhampton – have come together to demonstrate how they are making their mark by rising to the grand challenges set out by the Government. Addressing these challenges will improve people’s lives and influence productivity. The Universities are providing life-changing solutions to make us healthier, wealthier and more productive. Their research and development reaches far beyond the laboratory and lecture theatre, creating real-world solutions to the grand challenges. Each university makes a unique contribution to specialist sectors within the West Midlands’ economy. It is their collective strength that makes the region distinctive in its ability to accelerate business growth and innovation. 2 The West Midlands Local Industrial Strategy Building on the strengths and research specialisms of its universities, the West Midlands is set to unveil a trailblazing Local Industrial Strategy.
    [Show full text]
  • Chancellor's Commission Essay Competition
    Chancellor’s Commission Essay Competition: The University of Warwick – Supporting, Inspiring and Engaging a Region The University of Warwick finds itself nestled in a region to which it can lend its powerful skillset. The area that this essay will be focusing on in particular will be the West Midlands, especially Birmingham and Coventry, and Warwickshire. This essay will also draw upon my own views as I believe a personal opinion can help to shed light on some of the ways Warwick University could positively help its local community. Issues to be discussed will include challenges facing young people, greener living through sustainability, rural economy, and the current issue of the construction of ‘High Speed 2’ (known as HS2). Firstly, however, this essay will focus on housing. Housing has been ranked as the most urgent issue in need of address for local councils in a recent survey1. Speaking to local MP Mr Chris White, of Warwick and Leamington constituency, he observed more people in need of houses than there were houses to accommodate them2. Though housing issues face the whole nation, it can be argued that the Mr White’s constituency faces a more unique problem as he stated how the housing crisis is coupled with issues of congestion and public transport3. Many students can attest to these problems, with the latter appropriately summarised by Warwick University’s SU President in a recent open letter to Stagecoach4. Indeed, Mr White’s discussion of the background to the housing issue is punctuated by Warwickshire County Council’s community strategy plan for the next decade which states how “housing affordability is still an issue, particularly in certain parts of the County”5.
    [Show full text]
  • Time Spent in Sedentary Posture Is Associated with Waist Circumference and Cardiovascular Risk
    Original citation: Tigbe, William W., Granat, M. H., Sattar, N. and Lean, M. E. J. (Michael Ernest John). (2017) Time spent in sedentary posture is associated with waist circumference and cardiovascular risk. International Journal of Obesity. Permanent WRAP URL: http://wrap.warwick.ac.uk/86976 Copyright and reuse: The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available. Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. Publisher’s statement: http://doi.org/10.1038/ijo.2017.30 A note on versions: The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher’s version. Please see the ‘permanent WRAP URL’ above for details on accessing the published version and note that access may require a subscription. For more information, please contact the WRAP Team at: [email protected] warwick.ac.uk/lib-publications 1 Time spent in sedentary posture is associated with waist circumference and cardiovascular risk William W.
    [Show full text]
  • Midlands Aerospace University Capabilities
    new technology for aerospace Aerospace in the Midlands The British Midlands is home to one of the world’s most significant aerospace clusters. Leading aerospace names such as Rolls-Royce, Goodrich, Meggitt and Smiths are major players in the region. The Midlands has a long and distinguished association with technology innovation for the aerospace industry and is world-renowned for its core competency technologies: • systems that power aircraft - gas turbine engines and other propulsion systems • systems that control the moving parts of aircraft and engines – electrical, mechanical, electronic, hydraulic and pneumatic • specialist metal and composite materials that enable these systems to perform with precision in exacting environments • specialist engineering design services, factory equipment and tooling In the Midlands, aerospace companies access and continually upgrade a regional skills base renowned for its engineering excellence, with more than 45,000 skilled people working in the aerospace cluster directly. In total, over 700 supply chain companies contribute their capabilities to global aerospace in a business environment that fosters the highest levels of innovation. The Midlands universities play an essential role as powerhouses of aerospace knowledge. The Midlands Aerospace Alliance (MAA) unites the whole aerospace cluster - from Rolls- Royce to the smallest company, from university researchers to private consultants, and from trade unions to local government and skills and training agencies. With strong support from two regional
    [Show full text]
  • Essential Warwick 2019 Essential Warwick 2019
    ESSENTIAL WARWICK 2019 ESSENTIAL WARWICK 2019 27,278 WELCOME Exchange/ TO WARWICK. Visiting, Students Abroad/Industry Warwick is a leading university, and IFP** students somewhere forward-looking and ambitious, where the starting point 1,481 is always ‘anything is possible’. We consistently perform strongly in the UK league tables, and we’re proud to be among the top 20 ‘Most International’ universities in the world*. We’re as respected for boundary-breaking research as for teaching and business collaborations – our pursuit of excellence and intellectual curiosity is tireless. We strive to lead rather than follow, and are renowned for our entrepreneurialism and cosmopolitan outlook. *Times Higher Education, 2018 **International Foundation Programme PLACE Total number of staff OUR (as at 31 March 2019) PEOPLE. 6,947 Total number of students 2018/19 including Academic/Research/ Teaching staff Professional and 27,278 Support staff including 2,610 Undergraduates 4,337 15,998 Postgraduates 9,799 Faculty populations Full-time undergraduate (as % of total student numbers) admissions, October 2018 Applicants Arts % 85% undergraduates12.40 39,974 15% postgraduates Entrants Science Engineering Medicine 5,244 and Medicine 5.73% 54% undergraduates 43.01% 46% postgraduates 63% undergraduates 37% postgraduates Total number of alumni Social Sciences 54% undergraduates 228,080 44.59% 46% postgraduates 3 ESSENTIAL WARWICK 2019 Sport and Wellness Hub OUR CAMPUS.We support a diverse and welcoming community, and we want everyone connected with us to thrive and reach their potential. We’re always looking at ways to improve the campus environment to deliver a space that’s both welcoming and enriching.
    [Show full text]
  • Case Study: TMUA at Warwick and Durham
    Helping mathematics departments figure out who will thrive Guaranteed offer Students hoping to study mathematics Using TMUA has at the Universities of Durham or Warwick “ can boost their chances of receiving made our whole a lower offer thanks to Cambridge admission process Assessment Admissions Testing. more rigorous, and The universities use Admissions Testing’s we now feel we are Test of Mathematics for University Admission (TMUA), which was devised making selection to help applicants show they have the decisions based on potential to succeed on a demanding the right criteria. undergraduate mathematics course. ” Professor Steve Abel, Director of Education in the Department of Mathematical Sciences at Durham University, explains that students used to be chosen solely on their A Level performance, with admissions Contact us criteria typically requiring A* in A Level Mathematics and A in Cambridge Assessment Admissions Testing Further Mathematics. The Triangle Building Shaftesbury Road Durham began using the test in 2016, after A Level reforms made it more Cambridge difficult for admissions tutors to differentiate between the hundreds of CB2 8EA students who all had A* (grade 9) at GCSE and a good personal statement. United Kingdom Now, applicants to Durham’s single honours mathematics degrees are admissionstesting@ guaranteed a reduced offer of A*AA or equivalent if they score 6.5 or more cambridgeassessment.org.uk in TMUA. Scores below 6.5 may still be treated as positive evidence of an applicant’s ability, and increase their chance of getting a standard A*A*A offer. For 2019, the lower threshold for such an offer was a TMUA score of 4.5.
    [Show full text]
  • Curriculum Vitae 1
    Olga Maleva, Curriculum Vitae 1 CURRICULUM VITAE Name: Olga Maleva E-mail: [email protected] School of Mathematics Web page: http://web.math.bham.ac.uk/∼malevao 1 Employment: • Aug 2017–now: Reader in Pure Mathematics, University of Birmingham, UK. • Oct 2014–July 2017: Senior Lecturer in Pure Mathematics, University of Birmingham, UK. • Aug 2008–Sept 2014: Lecturer in Pure Mathematics, University of Birmingham, UK. • Sept 2006–July 2008: EPSRC Postdoctoral Position, University of Warwick, UK. • Oct 2005–Sept 2006: College Teaching Officer and Director of Studies in Pure Mathematics, Emmanuel College, University of Cambridge, UK. • Dec 2003–Nov 2005: EU Marie Curie Postdoctoral Research Fellow, University College London, UK. 2 Education: • 1998–2003: The Weizmann Institute of Science, Israel; PhD in Mathematics. Supervisor: Professor Gideon Schechtman. • 1996–1998: St Petersburg State University, Russia; MSc (equiv) in Mathematics with distinction, Grade point average: 5.0 out of 5.0. • 1993–1995: St Petersburg State University, Russia; BSc studies under a joint programme of the St Pe- tersburg University and the Steklov Institute of Mathematics of Russian Academy of Sciences, Grade point average: 5.0 out of 5.0. 3 Research: 3.1 Research to date I work in Mathematical Analysis. My research is in the area of Functional Analysis. Motivated by fundamen- tal questions about geometry of Banach spaces, I have to date achieved results in its emerging frontiers with a variety of disciplines, including geometric measure theory via rectifiable subsets and density of measures, metric differentiability spaces, and analysis of smoothness of functions and local structure of negligible sets.
    [Show full text]
  • Nyhagen, Loughborough
    Muslim Women in Higher Education Institutions in Britain ESRC DTP Joint Studentship Loughborough University and Warwick University The Midlands Graduate School is an accredited Economic and Social Research Council (ESRC) Doctoral Training Partnership (DTP). One of 14 such partnerships in the UK, the Midlands Graduate School is a collaboration between the University of Warwick, Aston University, University of Birmingham, University of Leicester, Loughborough University and the University of Nottingham. We are now inviting applications for an ESRC Doctoral Joint Studentship between Loughborough University (where the student will be registered) and our partner Warwick University to commence in October 2021. The Project The PhD research project investigates opportunities and barriers to academic citizenship among Muslim women doctoral students, researchers and academics in British higher education institutions (HEIs). Citizenship is viewed in a broad sense and covers issues of recognition, participation and belonging. The project brings intersectional and spatial dimensions of HEIs to the fore in its analysis of Muslim women’s academic citizenship. The overall goal is to examine Muslim women’s experiences of barriers and opportunities, focusing on the career stages of PGRs, researchers and academics, with a view to producing policy-relevant knowledge that can support and enhance Muslim women’s participation, belonging and success in higher education institutions. Key research questions ask which institutional-level barriers and opportunities to academic research are experienced by Muslim women in HEIs; which individual-level and broader societal factors that may progress or hinder Muslim women’s academic careers in HEIs, and what best-practice policies and strategies can support Muslim women in HEIs.
    [Show full text]
  • A Place to Live Welcome to Warwick Accommodation
    Accommodation at the University of Warwick a place to live www.warwick.ac.uk/accommodation Welcome to Warwick Accommodation Whether you are an undergraduate or postgraduate, our team at Warwick Accommodation is dedicated to helping you find a place to live while you are studying at Warwick. This booklet provides an overview of our accommodation. After reading it, please visit our website for further information and to apply online. Remember: To apply for accommodation at Warwick you must complete the relevant online application form. Warwick Accommodation The University of Warwick Coventry, CV4 7AL UK Visit our website for more information: Tel: +44 (0)24 7652 3772 Fax: +44 (0)24 7652 4887 www.warwick.ac.uk/accommodation Email: [email protected] A place to live “Rootes has a reputation on campus as the ‘sociable’ hall, and justly so. Due to both its Warwick Accommodation simple layout, and relatively large floor sizes, I can offer you a wide range found that I made friends surprisingly quickly. of campus and off-campus The communal kitchens are largely responsible accommodation managed for this, and they become a busy hub of daily by the University, making life, to eat and socialise in. Sharing with so many it possible for you to people is a positive feature, as there is always choose the right type of someone around to talk to, and students fluidly combine this social accommodation to vibe with respect for the intense work ethos of Warwick University. suit your needs. Rootes boasts a convenient proximity to the Union, banks, shops, bus-stop and post office, and academic departments are only a very short walk away, altogether making Rootes a great place to live.” Joey Hall Undergraduate Student - Psychology Living on campus “Life on campus is very interesting and sociable.
    [Show full text]
  • New York University Partners with King's College and the University of Warwick to Establish the Center for Urban Science and Progress in London
    For Immediate Release Contact: Kim Alfred, CUSP 917.392.0859 November 24, 2015 [email protected] Elizabeth Latino, The Marino Organization 212.889.0808 [email protected] NEW YORK UNIVERSITY PARTNERS WITH KING'S COLLEGE AND THE UNIVERSITY OF WARWICK TO ESTABLISH THE CENTER FOR URBAN SCIENCE AND PROGRESS IN LONDON New York University (NYU), King’s College London, and the University of Warwick have signed an agreement to establish a London Center for Urban Science and Progress at Bush House, part of King’s Strand campus, in 2017. London will be the first city to build upon the success of CUSP in New York City, which was launched in April 2012 by Mayor Bloomberg and of which Warwick is an academic partner. In developing CUSP London, the partners will benefit from the experience in New York City, where CUSP is now established as a leader in the new field of urban science and informatics. CUSP London will bring together researchers, businesses, local authorities and government agencies to apply urban science to improving public health and wellbeing. It will draw on the real experience and ‘big data’ available in cities, thereby using the cities themselves as living laboratories to tackle their most significant issues. CUSP London will complement the MedCity initiative which the GLA recently launched with King’s and other academic partners, and the Mayor of London’s Smart London plan. Experts at CUSP London will use data to develop deeper understanding and practical solutions to a wide range of challenges affecting people’s everyday lives. The international partnership will also train a new generation of postgraduate and PhD level urban scientists with the skills and knowledge to benefit London and other major UK and global cities.
    [Show full text]
  • Download: Universities
    Universities Chair Sarah Windrum Emerald Technology / CWLEP Dr Shaun Hides Coventry University Prof Nick Henry Coventry University Prof Jo Garde-Hansen University of Warwick Clare Green University of Warwick Dr Shaun Hides Coventry University Prof Nick Henry Coventry University CW Creative Futures: Driving a new era of immersive technologies growth in Coventry and Warwickshire A Strength in Places Fund Bid Presentation to NRTF Board What is Strength in Places • Strength in Places Fund: • Part of HMG 2017 UK Industrial Strategy • An initial £250m to support collaborative programmes based on research and innovation excellence in places right across the UK • A competitive fund for collaborative bids led by research organisations or businesses, in consortia, with strong engagement from local leadership partners • Two Stages: • Expression of Interest for £50k ‘seed corn’ • If successful, use £50k to further develop full stage bids of £10m - £50 million • Wave 1 • 85 EOIs, 23 given £50k seed corn money Funded Wave 1 EOIs • CS Connected: Compound Semiconductor (CS) Cluster South Wales; Cyber West and Wales • Northern Ireland: Decarbonisation of Maritime Transportation Technologies • Scotland’s Central Belt: Accelerating the 4th industrial revolution; Fintech Scotland • UK Hydrogen Corridor: Tees Valley to Leeds; Energy Estuary: Humber • Med Tech CONNECT West Midlands • My World: Bristol and Bath screen-based media • Performing Productivity: Screen, Stage and Performing Arts in Thames Estuary “consortia representing ‘economic geographies’ across
    [Show full text]
  • Professor of Social Science, University of Warwick and Arthur Lehman Professor of Sociology & International Affairs, Columbia Unviersity
    CURRICULUM VITAE NOVEMBER 2014 DAVID STARK Professor of Social Science, University of Warwick and Arthur Lehman Professor of Sociology & International Affairs, Columbia Unviersity Centre for Interdisciplinary Methodologies Department of Sociology Social Sciences Columbia University University of Warwick 606 W. 122nd Street Coventry UK CV47AL New York, NY 10027 Tel: 024 761 51758 +1 212-854-3972 [email protected] [email protected] Website: TheSenseOfDissonance.com EDUCATION 1982 Ph.D. Harvard University, Department of Sociology 1972 B.A. Princeton University (summa cum laude) ACADEMIC APPOINTMENTS 2013- University of Warwick, Centre for Interdisciplinary Methodologies 2013-2016 London School of Economics, Centennial Professor 2008-2011 Columbia University, Chair, Department of Sociology 2000- Columbia University, Director, Center on Organizational Innovation 1999-2007 Santa Fe Institute, External Faculty Member 1998-2001 Columbia University, Chair, Department of Sociology 1997- Columbia University, Arthur Lehman Professor of Sociology and International Affairs, joint appointment in Sociology and the School of International & Public Affairs 1990-97 Cornell University, Associate Professor to Professor, Department of Sociology and Graduate School of Management 1986-90 University of Wisconsin-Madison, Assistant Professor to Associate Professor with tenure, Department of Sociology 1982-86 Duke University, Assistant Professor, Department of Sociology 1981-82 Harvard University, Instructor, Department of Sociology and Committee on Degrees
    [Show full text]