Describes an analysis of duplicate records in OCLC's Online Union Catalog. General and bibliographic characteristics of duplicate records are described; and reasons for duplicate records are discussed, including input errors, omission of relevant information, and differences in the interpretation of existing information. (five references) (LRW)

The current state of multidimensional scaling using the city-block metric is reviewed, with attention to (1) substantive and theoretical issues; (2) recent algorithmic developments and their implications for analysis; (3) isometries with other metrics; (4) links to graph-theoretic models; and (5) prospects for future development. (SLD)

The concerns about the use of a modified scree test in analyzing data from Delphi surveys may not be important if the scree test data are weighted. Factors important to the study can be incorporated into the test, and the ordinate on the graph can be labeled accordingly. (SLD)

Outlines an approach to text graphing through describing four types of graphs: sunburst, matrix, tree structure, and flow chart. The graphing types are then matched to 12 text types. Text graphing realizes the possibilities for enhancing instruction using insights provided by educational research in schema theory and metacognition. (15 references)…

Proposes a plotting position formula for the Pearson type III distribution in the analysis of historical flood information. Presents results of a numerical example using actual flood data to confirm the appropriateness of the plotting formula. (24 references) (MDH)

Argues that the aggregate good is a powerful pedagogical device in economics. Uses a simple graphical analysis that demonstrates to the student the concept of an aggregate good, that preferences can indeed be collapsed from many goods to two. (DB)

Examined cognitive complexities when graphs were used in lectures by observing 39 lectures, 36 seminars in which students solved problems, and 14 sessions of scientists interpreting graphs. Findings show that lectures present a scanty image of the use and interpretation of graphs. Discusses the analytic method, which relies on semiotics and…

Presents a sequence of activities for teaching concepts of temperature and change of temperature, and linking these concepts to graphical thinking. Offers measurement and graphing activities that use temperature as a common theme for many grade levels. (ASK)

Students have difficulty associating equations of vertical and horizontal lines with their respective graphs. Presents an activity using a TI-82 graphing calculator to eliminate this confusion and to strengthen students' understanding. (ASK)

Presents an example of how students can use the connections among different disciplines of mathematics to investigate a branch of mathematics that is not usually encountered in high school courses, that of graph theory. (ASK)

Presents a teaching experiment to turn students from external observers into active participants in a game of algebra learning where students use graphs to build meaning for equivalence of algebraic expressions. Concludes that the graphic-functional approach seems to make the introduction to algebra much more meaningful for the learner. (ASK)

Presents three activities on quadratic relationships, their graphs, and their formulas. (ASK)

Discusses the importance of teaching grounded in the everyday experiences and concerns of the learners. Studies how people with limited school experience can understand graphs and concludes that individuals with limited academic education can clarify the role of everyday experiences in learning about graphs. (ASK)

Studies the relation between journal median citation age and the number of articles in the journal. Discusses statistical explanations, including graphs of clouds of points and the Central Limit Theorem; and considers explanations of regularities in informetrics, based on statistical, probabilistic, or informetric results. (Author/LRW)

Examines pencil-and-paper graphs produced by students at the beginning of a 1-week summer teacher/student institute as well as computer-based graphs produced by those same students at the end of the institute. Initial problems with managing data sets and producing meaningful graphs disappeared quickly as students used the process of "building…