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Young children's early modelling with data

English, Lyn D. (2010) Young children's early modelling with data. Mathematics Education Research Journal, 22(2), pp. 24-47.

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Abstract

An educational priority of many nations is to enhance mathematical learning in early childhood. One area in need of special attention is that of statistics. This paper argues for a renewed focus on statistical reasoning in the beginning school years, with opportunities for children to engage in data modelling activities. Such modelling involves investigations of meaningful phenomena, deciding what is worthy of attention (i.e., identifying complex attributes), and then progressing to organising, structuring, visualising, and representing data. Results are reported from the first year of a three-year longitudinal study in which three classes of first-grade children and their teachers engaged in activities that required the creation of data models. The theme of “Looking after our Environment,” a component of the children’s science curriculum at the time, provided the context for the activities. Findings focus on how the children dealt with given complex attributes and how they generated their own attributes in classifying broad data sets, and the nature of the models the children created in organising, structuring, and representing their data.

Impact and interest:

3 citations in Scopus
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ID Code: 31496
Item Type: Journal Article
Funders: ARC
Keywords: Young children, Mathematics, Modelling, Data
DOI: 10.1007/BF03217564
ISSN: 1033-2170
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Funding:
Copyright Owner: Copyright 2010 Springer
Copyright Statement: The definitive version is available from http://www.springerlink.com/
Deposited On: 25 Mar 2010 08:14
Last Modified: 02 Oct 2014 11:31

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