Establishing statistical foundations early : data modeling with young learners

English, Lyn D. (2014) Establishing statistical foundations early : data modeling with young learners. In Makar, Katie, de Sousa, Bruno, & Gould, Robert (Eds.) Proceedings of the 9th International Conference on Teaching Statistics, International Association for Statistical Education (IASE)/International Statistical Institute (ISI), Flagstaff, Arizona, USA, pp. 1-6.

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This paper addresses research from a three-year longitudinal study that engaged children in data modeling experiences from the beginning school year through to third year (6-8 years). A data modeling approach to statistical development differs in several ways from what is typically done in early classroom experiences with data. In particular, data modeling immerses children in problems that evolve from their own questions and reasoning, with core statistical foundations established early. These foundations include a focus on posing and refining statistical questions within and across contexts, structuring and representing data, making informal inferences, and developing conceptual, representational, and metarepresentational competence. Examples are presented of how young learners developed and sustained informal inferential reasoning and metarepresentational competence across the study to become “sophisticated statisticians”.

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ID Code: 80181
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: Statistical Foundations, Mathematical Modelling, Young children
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 > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2014 ISI/IASE
Deposited On: 19 Jan 2015 01:01
Last Modified: 24 Jan 2015 00:09

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