Taxonomy of errors and difficulties when constructing and interpreting frequency tables

Abstract

This article describes a qualitative research process carried out with secondary school students in Colombia. The research aimed at further exploring a set of errors and difficulties which were identified through the teaching experience and for which no particular theoretical support was found. It established the need to focus on the structural elements of frequency tables and their relation to errors in the corresponding statistical graphs so that a theoretical explanation for the errors could be found. Data was collected from a total of 100 students by using instruments designed purposefully to obtain evidence that allowed formulating a taxonomy of errors and difficulties associated with the construction and interpretation of frequency tables. The taxonomy represents a theoretical contribution that may be relevant in the study of teaching processes related to this subject matter, and the design of teaching activities to overcome or mitigate such errors and difficulties.