This study is part of a cross-cultural investigation that was initiated in Sweden followed by studies in Australia and Singapore. This paper shows how a phenomenographic approach may be used to reveal the qualitatively different ways in which 40 students in Hong Kong primary and secondary schools experience and understand the phenomenon of graphic representations of quantitative data. An outcome space depicting four variations of the children's understanding are revealed.
[Copyright of Scandinavian Journal of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0031383990430102]