Literaturnachweis - Detailanzeige
Autor/in | English, Lyn D. |
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Titel | Data Modelling with First-Grade Students |
Quelle | In: Educational Studies in Mathematics, 81 (2012) 1, S.15-30 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1954 |
DOI | 10.1007/s10649-011-9377-3 |
Schlagwörter | Statistics; Science Curriculum; Mathematics Instruction; Data Analysis; Longitudinal Studies; Task Analysis; Thinking Skills; Learner Engagement; Identification; Prediction; Inferences; Models; Data Collection; Grade 1; Elementary School Mathematics Statistik; Mathematics lessons; Mathematikunterricht; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufgabenanalyse; Denkfähigkeit; Identifikation; Identifizierung; Vorhersage; Inference; Inferenz; Analogiemodell; Data capture; Datensammlung; School year 01; 1. Schuljahr; Schuljahr 01; Elementare Mathematik; Schulmathematik |
Abstract | This paper argues for a renewed focus on statistical reasoning in the beginning school years, with opportunities for children to engage in data modelling. Results are reported from the first year of a 3-year longitudinal study in which three classes of first-grade children (6-year-olds) and their teachers engaged in data modelling activities. The theme of "Looking after our Environment," part of the children's science curriculum, provided the task context. The goals for the two activities addressed here included engaging children in core components of data modelling, namely, selecting attributes, structuring and representing data, identifying variation in data, and making predictions from given data. Results include the various ways in which children represented and re-represented collected data, including attribute selection, and the metarepresentational competence they displayed in doing so. The "data lenses" through which the children dealt with informal inference (variation and prediction) are also reported. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |