Abstract
Graphical representations appear everywhere in modern society. Their ubiquity has, in part, justified graph literacy as a core competency in education. Graph literacy - the capacity to read and interpret graphs - consists of understanding features, identifying variables, interpreting trends, and forming real-world connections. Experts and novices engage with graphical representations in profoundly distinct ways. Experts almost exclusively interpret graphs in sequences moving from titles/captions to labels/axes to data/trends, while novices demonstrate unrecognizable or wildly varying sequences. If students are to reasonably interpret and act on graphical information, then teachers must assist them in transitioning from novice to expert practices and provide a compelling justification for doing so.
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