Abstract
Studies which have investigated the interpretation of graphs give evidence that this is not a straightforward action. However these studies fail to approach ‘informal’ and ‘personal’ elements of the interpretation of graphs developed by readers. For example, more recent research discusses the importance of previous knowledge and experiences in certain contexts of interpretation. In this paper, we discuss the notion of Critical Sense in graphing as an ability which readers can develop to mobilise and balance several aspects involved in the interpretation of media graphs, such us: mathematical knowledge, personal opinion personal experience and affective exhibition. Particularly, we discuss a study that explores Critical Sense among student teachers. The analyses will help us to think about teaching and learning graphing in ways that will support the development of Critical Sense.
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