
06430085
j
2015c.00855
English, Lyn D.
Surviving an avalanche of data.
Teach. Child. Math. 19, No. 6, 364372 (2013).
2013
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
K42
K52
probability
statistics
data analysis
classrooms
elementary school mathematics
http://www.nctm.org/publications/article.aspx?id=35402
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 20072008. 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 39 a number of modeleliciting 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 datamodeling activities to younger children, confident that they would likewise generate their own mathematics. The author recently implemented datamodeling activities in a cohort of three firstgrade classrooms of sixyearolds. In this article, she reports on some of the children's responses and discusses the components of data modeling the children engaged in.