Elementary Teachers’ Instructional Practices Involving Graphical Representations

Abstract

The goal of this study was to gather data on US elementary school teachers’ (K-5) instructional practices with graphical representations. The results revealed high percentages of usage for graphical representations but with varying levels of frequency. Overall, the most frequently reported instructional practices by teachers included 1) pointing to or referring to graphical representations in books, 2) using graphical representations as organizers of text, 3) using Venn diagrams to compare or contrast ideas, and 4) having children organize a plan for reading and writing tasks using web diagrams. The findings from this study help to illuminate what types of graphical representations are used and how they are being used.

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