Using contextualised tasks in the teaching and learning of graphs

Abstract

According to the Principles and Standards for School Mathematics (2000), effective mathematics teaching necessitates an appraisal of what students know and need to learn. The aim of this research is to identify common difficulties and misconceptions experienced by students when constructing and interpreting graphs. The literature review includes a discussion of the benefits and limitations of teaching mathematics in context. The teaching and learning of Cartesian Graphs are also discussed to include a review of important researches that shed light on students' comprehension and learning of graphs, as well as suggestions for teaching. Five contextualised tasks that can be used in the teaching of graphs at secondary level were developed and field-tested with Form 2 and Form 3 students in a local mixed ability Church school. The strategies used by the students were evaluated through an analysis of their written work, small group discussions and field notes. The contextualised tasks proved to be very engaging, as almost every student actively participated and showed interest whilst working on the task. Through their interpretations, students communicated not only errors that could be linked to misconceptions about graphs, but also ideas that could be developed through further teaching.