Teaching strategies for teaching graphs and data representations

Abstract

The interpretation of graphs is fundamental in learning, while its pedagogy poses important challenges in educational environments. The present study evaluated teaching strategies related to the pedagogy of graphics and data representation, aimed at Basic Education students of the Quevedo State Technical University. A quantitative approach was applied, using a descriptive, cross-sectional and non-experimental design to measure the graphic competencies of 40 sixth semester students and 10 teachers, who were part of the non-probabilistic sampling process. It was evidenced that although graphics are used to promote critical evaluation and to carry out pragmatic activities, their incorporation with real problems is minimal. From the above, it is clear that the absence of inclusive didactic strategies that combine the technical construction of graphs with the development of analytical skills limits meaningful learning. Strengthening teacher training and implementing new innovative methodologies that generate a critical understanding of graphs from an early stage would improve the quality of education and, therefore, the ability to interpret and use data in a meaningful way.