Bonnie Vondracek Susan Pittman

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Bonnie Vondracek Susan Pittman
August 2224, 2006 Washington, DC
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GED 2002 Series Tests

• Math Experiences
• One picture tells a thousand words
• one experience tells a thousand pictures.

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Who are GED Candidates?

• Average Age 24.7 years
• Gender 55.1 male 44.9 female
• Ethnicity
• 52.3 White
• 18.1 Hispanic Origin
• 21.5 African American
• 2.7 American Indian or Alaska Native
• 1.7 Asian
• 0.6 Pacific Islander/Hawaiian
• Average Grade Completed 10.0

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Statistics from GEDTS

• Standard Score Statistics for
  Mathematics

Mathematics continues to be the most difficult
content area for GED candidates.
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Statistics from GEDTS

• GED Standard Score and Estimated National Class
  Rank of
  Graduating U.S. High School Seniors, 2001

Source 2001 GED Testing Service Data
Source 2001 GED Testing Service Data
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Statistical Study

• There is a story often told about the writer
  Gertrude Stein. As she lay on her deathbed, a
  brave friend leaned over and whispered to her,
  Gertrude, what is the answer? With all her
  strength, Stein lifted her head from the pillow
  and replied, What is the question? Then she
  died.

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The Question Is . . .

• GEDTS Statistical Study for Mathematics
• Results were obtained from three operational test
  forms.
• Used the top 40 of the most frequently missed
  test items.
• These items represented 40 of the total items on
  the test forms.
• Study focused on those candidates who passed (410
  standard score) /- 1 SEM called the NEAR group
  (N107,163), and those candidates whose standard
  scores were /- 2 SEMs below passing called the
  BELOW group (N10,003).
• GEDTS Conference, July 2005

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Math Themes Most Missed Questions

• How are the questions distributed between the two
  halves of the test?
• Total number of questions examined 48
• Total from Part I (calculator) 24
• Total from Part II (no calculator) 24

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Math Themes Reading and Interpreting Graphs and
Tables

• I hear and I forget. I see and I remember. I do
  and I understand.
• Chinese proverb

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Math Themes Most Missed Questions

• Theme 1 Geometry and Measurement
• Theme 2 Applying Basic Math Principles to
  Calculation
• Theme 3 Reading and Interpreting Graphs and
  Tables

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Time Out for a Math Starter!

• Lets get started problem solving with graphics
  by looking at the following graph. Who is
  represented by each point?

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Most Missed Questions Reading and Interpreting
Graphs and Tables

• Summarizing Comparison of Most Commonly Selected
  Incorrect Responses

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Most Missed Questions Reading and Interpreting
Graphs and Tables

• Comparing graphs
• Transitioning between text and graphics
• Interpreting values on a graph
• Interpreting table data for computation
• Selecting table data for computation

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Most Missed Questions Reading and Interpreting
Graphs and Tables
House A cost 100,000 and increased in value as
shown in the graph. House B cost less than
house A and increased in value at a greater rate.
Sketch a graph that might show the changing value
of house B.
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Most Missed Questions Reading and Interpreting
Graphs and Tables
(2)
(1)
B
A
(3)
(4)
0
4
8
Time (years)
A
(5)
B
Which One?
0
4
8
Time (years)
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Most Missed Questions Reading and Interpreting
Graphs and Tables
The changing values of two investments are shown
in the graph below.
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Most Missed Questions Reading and Interpreting
Graphs and Tables
How does the amount initially invested and the
rate of increase for investment A compare with
those of investment B?
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Most Missed Questions Reading and Interpreting
Graphs and Tables

• Compared to investment B, investment A had a
• lesser initial investment and a lesser rate of
  increase.
• lesser initial investment and the same rate of
  increase.
• lesser initial investment and a greater rate of
  increase.
• greater initial investment and a lesser rate of
  increase.
• greater initial investment and a greater rate of
  increase.

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Most Missed Questions Reading and Interpreting
Graphs and Tables
The profit, in thousands of dollars, that a
company expects to make from the sale of a new
video game is shown in the graph.
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Most Missed Questions Reading and Interpreting
Graphs and Tables
What is the expected profit/loss before any video
games are sold? (1) 0 (2) -150 (3) -250
(4) -150,000 (5) -250,000
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Most Missed Questions Reading and Interpreting
Graphs and Tables
Results of Internet Purchase Survey
What was the total number of internet purchases
made by the survey respondents?
(1) 86 (2) 100 (3) 106 (4) 175
(5) 189
(0 ? 14) 1 ? 22 2 ? 39 3 ? 25 22 78
75 175
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Most Missed Questions Reading and Interpreting
Graphs and Tables
Claude is sewing 3 dresses in style B using
fabric that is 54 inches wide. The table below
contains information for determining the yards of
fabric needed.
Yardage Information
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Most Missed Questions Reading and Interpreting
Graphs and Tables
What is the minimum number of yards of fabric
recommended for one dress each of size 10, 12,
and 14?
Yardage Information
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Most Missed Questions Reading and Interpreting
Graphs and Tables
What is the minimum number of yards of fabric
recommended for one dress each of size 10, 12,
and 14?
Yardage Information
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Tips from GEDTS Reading and Interpreting Graphs
and Tables

• Have candidates find examples of different types
  of graphs.
• Have candidates create questions for their
  graphics and/or those of others.
• Develop the capacity to translate from graphics
  to text as well as text to graphics.
• Develop the capacity to select pertinent
  information from the information presented.
• Reinforce the need to read and interpret scales,
  present graphs without scales or without units.
• Kenn Pendleton, GEDTS Math Specialist

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Final Tips

• Candidates do not all learn in the same manner.
  Presenting alternate ways of approaching the
  solution to questions during instruction will tap
  more of the abilities that the candidates possess
  and provide increased opportunities for the
  candidates to be successful.
• After the full range of instruction has been
  covered, consider revisiting the area of graphics
  once again before the candidates take the test.

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Reflections

• What are the major concepts that you feel are
  necessary in order to provide a full range of
  graphic literacy instruction in the GED
  classroom?
• How will you incorporate the areas of graphic
  literacy identified by GEDTS as most problematic
  into the math curriculum?
• If your students have difficulty in interpreting
  graphics, how could you help them develop and use
  such skills in your classroom?