Document type
ArticleVersion
Accepted versionPublication date
All rights reserved
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/105062
The construction of a double-entry table: a study of primary and secondary school students' difficulties
Journal Title
Director/Tutor
Journal ISSN
Volume Title
Related resource
Abstract
Tables are a presentation format that is commonly used to organize information, and they are widely present in many scenarios of our students' everyday activities; however, there is a scarcity of studies devoted to their analysis. Some of these studies point out that the organization of data into a double entry table presents difficulties for primary and secondary school students. The present study analyzes the following: 1) the level of competency of primary and secondary school students in constructing a double entry table from a set of data and 2) the main difficulties encountered by these students during the task. Our findings showed that the percentage of middle school students who succeeded in contructing a conventional table was relatively low, and the number did not significantly increase over four school years. A set of difficulties is identified and discussed in terms of cognitive and graphical processes
Subject (English)
Citation
Citation
MARTÍ SALA, Eduardo, et al. The construction of a double-entry table: a study of primary and secondary school students' difficulties. European Journal of Psychology of Education. 2011. Vol. 26, num. 2, pags. 215-234. ISSN 0256-2928. [consulted: 17 of August of 2026]. Available at: https://hdl.handle.net/2445/105062