GRAPHICAL INTERPRETATION
Detected cases are higher in blue states, but growing faster in red states. Washington State was the initial epicentre of the coronavirus outbreak in the United States. And New York is now the hardest-hit part of the country so far, with hospitalizations increasing at rapid rates. In essence, more than 37,000 people had been diagnosed with the coronavirus in New York as of late Thursday afternoon. The number of detected cases is increasing and not flattening as expected because the majority have not been tested on coronavirus.
March brought a record sales plunge as the coronavirus outbreak closed stores. A prolonged shutdown could leave lasting changes in the shopping landscape. New York Times has used the scatter graph to show a correlation between Retail and food services sales and recession in the wake of the corona virus in US.
Retail sales plunged in March, offering a grim snapshot of the corona virus outbreak’s effect on consumer spending, as businesses shuttered from coast to coast and wary shoppers restricted their spending. Total sales, which include retail purchases in stores and online as well as money spent at bars and restaurants, fell 8.7 percent from the previous month.
Visual representations help us to understand data quickly. Graphs and chart help in data interpretations, and presentation gains clarity and authority, such as sales figures or highlighting a trend.
The main functions of a chart are to display data and invite further exploration of a topic. Charts are used in situations where a simple table won’t adequately demonstrate important relationships or patterns between data points. Line graphs simply use a line to connect the data points that you plot. They are most useful for showing trends and for identifying whether two variables relate to (or “correlate with”) one another.
References
Ben-Zvi, D. (2018). Towards understanding the role of technological tools in statistical learning,
Mathematical Thinking and Learning, 2 (1&2), 127–155.
Friel, S., & Bright, G. (1996). Building a theory of graphicacy: How do students read graphs?
Paper presented at the American Educational Research Association, New York, NY.