Inscriptions are central to the practice of science. Previous studies showed, however, that preservice teachers even those with undergraduate degrees in science, generally do not spontaneously produce inscriptions that economically summarize large amounts of data. This study was designed to investigate the production of inscription while a group…

Investigates the use of mathematical representations in 3 grade-8 general science classes (n=65) that engaged in a 10-week open inquiry about the correlations between biological and physical variables in the environment. Demonstrates the use of representations as conscription devices, and illustrates how the use and understanding of inscriptions…

Investigates the practices required for reading graphs in high school textbooks and scientific journals. Discusses the role of high school textbooks in the appropriation of authentic scientific graph-related practices. Finds that scientific journals provide more resources to facilitate graph reading and feature more elaborate descriptions and…

Describes a study of the similarities and differences in graph-related interpretations between scientists and college students engaged in collective graph interpretation. Concludes that while many students learned to provide correct answers to scientific graphing questions, they did not come to make linguistic distinctions or increase their…

The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing…