An instrument for assessing primary students’ knowledge of information graphics in mathematics

Abstract

Information graphics have become increasingly important in representing, organising and analysing information in a technological age. In classroom contexts, information graphics are typically associated with graphs, maps and number lines. However, all students need to become competent with the broad range of graphics that they will encounter in mathematical situations. This paper provides a rationale for creating a test to measure students’ knowledge of graphics. This instrument can be used in mass testing and individual (in‐depth) situations. Our analysis of the utility of this instrument informs policy and practice. The results provide an appreciation of the relative difficulty of different information graphics, and provide the capacity to benchmark information about students’ knowledge of graphics. The implications for practice include the need to support the development of students’ knowledge of graphics, the existence of gender differences, the role of cross‐curriculum applications in learning about graphics, and the need to explicate the links among graphics.

Acknowledgements

This research is supported by Australian Research Council funding (#DP0453366). Special thanks to Lindy Sugars, Melissa Hannaford and Tracy Logan who assisted with the collection and interpretation of data for this project.

Notes

^aThe full GLIM test and the administration protocols are obtainable from the authors.