The conversion is an activity that leads to the mechanisms of the understanding in mathematics. In this perspective, this study aims to evaluate the effectiveness that the conversion activities of a situation-context have, for the growth of the graphic aware-ness. The research was carried out through a questionnaire submitted to 30 students of the Mathematics and Physics courses of the Pedagogical University. The activities of the questionnaire were to convert a situation-context into a graphic sketch, from the identification of relevant cognitive variables. The individual results of the tasks show that students generally have difficulties in converting a situation-context into a graphic sketch, with a strong influence of the “semantic congruence” factor in their thoughts. But, taken together and comparatively, the results revealed that there has been a significant increase in students' graphic awareness. Indeed, as one goes from one task to another, it has been found that student performance has increased by an average of about 16%, which leads to the conclusion that the activities of converting a situation-context into a graph, increase the students' graphic awareness.
How to cite this paper
Increasing Students’ Graphic Awareness, from Activities of Converting a Situation-Context into Their Graphical Representation
How to cite this paper: Luís, M. C. (2018). Increasing Students’ Graphic Awareness, from Activities of Converting a Situation-Context into Their Graphical Representation. The Educational Review, USA, 2(6), 330-338.
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