International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Figure 2. Interpreting data as bivariate
Another group of preservice teachers used regular frequency table for their graphs. Some of them draw line
graphs that presented in Figure 3. Some of them draw bar graphs that presented in Figure 4, and some of them
draw adjacent rectangles that was similar to histogram, which presented in Figure 5.
Figure 3. Frequency polygon without intervals
Figure 4. Separate bars without intervals
Figure 5. Adjacent bars without intervals
Another group of zero scoring preservice teachers grouped measurements that had same integer parts. This
resulted in a frequency table with 11 intervals where the interval length was “1”. Graphs of these preservice
teachers also had different patterns. One of them draw a graph that was similar to greatest integer function graph
which presented in Figure 6. Another two preservice teachers presented this information using a graph that was
similar to histogram that presented in Figure 7
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