id: 06430085
dt: j
an: 2015c.00855
au: English, Lyn D.
ti: Surviving an avalanche of data.
so: Teach. Child. Math. 19, No. 6, 364-372 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: K42 K52
ut: probability; statistics; data analysis; classrooms; elementary school
mathematics
ci:
li: http://www.nctm.org/publications/article.aspx?id=35402
ab: From the text: The National Council of Teachers of Mathematics (NCTM)
continues to emphasize the importance of early statistical learning;
data analysis and probability was the Council’s professional
development “Focus of the year" for 2007‒2008. Such a focus is
needed, especially given the results of the statistics items from the
2003 NAEP. As {\it M. Shaughnessy} [“Research on statistics learning
and reasoning”, in: F. K. Lester jun. (ed.), Second handbook of
research on mathematics teaching and learning. A project of the
National Council of Teachers of Mathematics. Charlotte, NC: Information
Age Publishing (IAP) (2007)] noted, students’ performance was weak on
more complex items involving interpretation or application of items of
information in graphs and tables. Furthermore, little or no gains were
made between the 2000 NAEP and the 2003 NAEP studies. One approach the
author has taken to promote young children’s statistical reasoning is
through data modeling. Having implemented in grades 3‒9 a number of
model-eliciting activities involving working with data, she observed
how competently children could create their own mathematical ideas and
representations ‒ before being instructed how to do so. She thus
wished to introduce data-modeling activities to younger children,
confident that they would likewise generate their own mathematics. The
author recently implemented data-modeling activities in a cohort of
three first-grade classrooms of six-year-olds. In this article, she
reports on some of the children’s responses and discusses the
components of data modeling the children engaged in.
rv: