Diagrammit ja niihin liittyvät ohjeistukset: systemaattinen katsaus yläkoulun oppikirjoihin

The ability to read graphs is an important skill in today's society. Although the development of multiliteracy and critical thinking is emphasized in the curriculum of Finnish basic education, the reading of graphs is not addressed much. Textbooks reflect the content of teaching, which is why we have conducted an systematic investigated on upper secondary school textbooks. We examined the types of diagrams, their quantity, instructional tasks, and the levels of diagram reading required in different subjects. Diagrams mainly serve the purpose of providing additional information on different topics, while instruction on reading, producing, or critically examining diagrams is limited. Textbooks often require fairly simple diagram reading. We discovered that mathematics and geography play the largest role in diagram instruction in upper secondary school. In order to promote critical and applied reading of diagrams in textbooks, it should be more strongly emphasized in the curriculum goals.