Understanding graphs, whether reading them, creating them, or critically analyzing them, is essential to the secondary math student and is also indispensable to students in English, Social Studies, Science, and most other subjects.
Still, as I travel the country and speak to audiences of teachers at the secondary level, one area in math that is universally challenging is the skill of graphing.
Teachers tell me repeatedly that they have to stop their lessons and re-teach how to read graphs every time they encounter one in a lesson, text, handout, or news article. When I ask how long it takes to re-teach the process, responses vary from 15 minutes to a full class period.
To help students understand graphing and retain the information they learn about graphs, I would advocate that graphing be a skill that is practiced frequently even as a five minute mini-lesson or part of an acceleration center activity.
Research Background: Students will analyze sets of data. Data can relate to social studies, science.
Graphing predictions prior to collecting data helps students evaluate relationships and establishes a foundation for the application of scientific and mathematical principles, at their level of achievement. After data collection, students are able to see how their predictions correspond to actual data.
This process leads students to a better understanding of the nature of both science and mathematics. Science and math play a central role in modern culture. This process allows students to see how the two are linked and how these subjects are linked to actual data in every day applications.
By teaching, and then practicing, how to read and create graphs, students will not only be more successful in mathematics, but will also gain a valuable skill that can help them across the curriculum.
For ideas on how to help your students understand graphs, read my newest book, RTI for Secondary Teachers.