The prevalent use of graphical artefacts in communication and displaying of information is probably an affirmation of the notion that graphs1 are quite easy to understand. As much as graphics are generally visually and aesthetically appealing, however research shows that graphs are not as easy to make sense of as otherwise thought (Roth, 2003). This can be seen as greatly undermining the widespread notion of the universality of graphical artefacts as means of communicating meaning. It follows that in order to make sense of the information presented in graphical artefacts some advanced modes of knowing are needed (Åberg-Bengtsson, 2006). These modes of knowing can be seen as engagement in abstraction process: whereby the abstract aspects of graphical artefacts based on context, familiarity, cultural and conventional factors are actualized and appropriated. My proposed research is thus should consequently be seen as an attempt to map out the cognitive aspects involved in the abstraction process. In recent times and probably because of renewed interest in statistical literacy in schools, there has been a remarkable increase in studies investigating students’ data analysis skills where the use of graphical artefacts has received prominence (Konolod, 2003). This can be attributed to the fact that the production of statistical graphs and diagram i.e. forming and communicating conclusions alongside sample selection, data collection, hypothesising is considered as part of data analysis process (ibid.). There is thus that an apparent focus shift in research on graphical artefacts. Graphical artefacts are not only seen as ends per se but also as means towards greater understanding of mathematical and statistical concepts. An integrative approach can also be seen as going beyond the confines of a specific domain or subject. Central to the use of graphs is generally the need to present statistical information. It is not uncommon that occurrence of an array of graphs and tables in the media or reports are referred to as statistics. One should then expect some general citizenry knowing of the application of statistical concepts in the presentation, interpretation and analysing of graphs. From an inquiry perspective three points are found to be of interest. First point is finding out the strategies employed by students when faced by problems demanding data analysis and graphical interpretational competency. Research shows that these competencies are influenced by familiarity and context (Roth, 2003). Since students may be seen as lacking domain specific knowing but rather possess general knowing, it is worthwhile to investigate the strategies they use when dealing with domain specific graphs (the graphs are taken from specific areas e.g. economic, sciences). The second point of significance to the study which is closely linked to above is the influence of learnt statistical concepts on students’ interpretation, analysis and description of the graphical artefacts. Whereas context plays some roll in the interpretation of graphs in some statistical problems it may also mislead the students making them rely wholly on experience and probably false intuition (Ben-Zvi & Garfield, 2004). Lastly, an attempt to outline the cognitive abilities of the students is proposed. The idea is to try and extrapolate these abilities to other areas of mathematical teaching. Selected mathematical topics that are of abstract nature will be used as case examples. This is basically a theoretical part aimed at giving suggestions on alternative ways of approaching the teaching of mathematics and statistics.

Learning is a social activity therefore students interpretation skills will be explored by way of video recording as they work in groups of 2-3. An out of school activity at the science center is planned. The aim being to investigate the effects of environment and application of school knowledge in relating to graphical information

Due to the abstract nature of mathematics the use of visual representation is important. Mathematics can be viewed as the study of patterns: Patterns are common in statistical graphs. In this regard it is expected that students will be able to describe these patterns using the day to day language. Whereas some aspects of graphical techniques are not mathematical, it requires some level of abstraction to identify them. Those students who shows a developed sence of abstruction are expected to use elementary statisctical concepts in a coherent way as they express themselves.