Misleading factors in graphical representations: a catalyst for recognizing the complexity of interpreting statistical graphs

Abstract

Literature has clearly shown how statistical graphs can be intentionally misleading: graphical representation of statistical information can be designed and realized with the intention of persuading and changing readers’ value judgments on the basis of deceptive perception; more generally, the interpretation process can be affected by using misleading factors. Taking an educational perspective, this article assumes the hypothesis that it might be possible to exploit the effects produced by specific misleading factors for designing a didactical intervention focused on the interpretation of statistical graphs and aimed at bringing out these factors and with them an awareness of the effects they produce. The article reports on a first experimentation where the analysis of the data collected shows how appropriately designed activities can make prospective teachers aware of the effect of misleading factors, but also and more generally foster the development of their awareness about the complexity of the interpretation process.