Graphic construction: difficulties of Moroccan High School students and learning process

Much research has focused on the difficulties of graph construction and interpretation in mathematics and the physical sciences, but little studies have been carried out in life and earth sciences, despite the importance of this skill in the teaching of scientific concepts. This article evaluates the graphical construction skills of secondary school students (aged 14 and 19) by examining the presence of different graph elements. The results revealed that students are unable to establish all the elements of graphical representation and they have a lack of understanding of the term “"as a function of"”, which constitutes a cognitive obstacle when interpreting graphs. Consequently, the practice of graphical skill (construction and interpretation) should be offered frequently and revisited at different levels in order to promote the creation of graphics with more precision and make them cognitively available to learners. This article proposes a learning process that will make it possible to better organize the teaching of graphical construction in primary and secondary school, and even in high school. Finally, this article suggests pedagogical tools (mnemonic models, method sheets, etc.) to help students improve their graphic construction skills, which play an essential role in teaching of various life and earth science concepts.