Abstract
Since graphical displays of data are increasingly used in magazines, in newspapers, and on television to communicate relationships among numerical data, it is important to expose middle school students to various types of contexts where interpretation of graphical data is necessary. The NCTM (2000) concurs that students in grades 6–8 should “begin to compare the effectiveness of various types of displays in organizing the data for further analysis or in presenting the data clearly to an audience” (p. 49).
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