Our purpose is to bring together perspectives concerning the processing and use of statistical graphs to identify critical factors that appear to influence graph comprehension and to suggest instructional implications. After providing a synthesis of information about the nature and structure of graphs, we define graph comprehension. We consider 4 critical factors that appear to affect graph comprehension: the purposes for using graphs, task characteristics, discipline characteristics, and reader characteristics. A construct called graph sense is defined. A sequence for ordering the introduction of graphs is proposed. We conclude with a discussion of issues involved in making sense of quantitative information using graphs and ways instruction may be modified to promote such sense making.
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Many directions may be pursued in the design of research. For example, a learner's understanding of the task seems to affect both the types of information sought and the strategies for seeking that information. How does a learner determine the purpose of a task? How does understanding of that purpose relate to one's interpretation of data represented in a graph? Can a teacher pose questions to increase a learner's understanding of purpose (see Table 1)?
Context is important for graph comprehension, as it is for most learning. How does the learner's understanding of the context contribute to his or her interpretation of data represented in a graph? Can one interpret data accurately without having a significant level of understanding of the context? How do the characteristics of the information (e.g., similarity or difference in magnitudes of data values and frequencies) affect the interpretation?
For instruction on graphs, one needs to consider several elements: for example, sequencing of types of graphs, developing understanding of data reduction, and developing various aspects of graph sense. For students to gain deep knowledge about graphs and to make and use graphs effectively, they need instructional materials that are carefully constructed. What are characteristics of effective instructional material? How is sequencing of graphs in instruction related to the development of graph sense? What are the characteristics of effective questioning and discussion techniques?