@inbook {MATHEDUC.06494760,
author = {English, Lyn D. and Watson, Jane M.},
title = {Statistical literacy in the elementary school: opportunities for problem posing.},
year = {2014},
booktitle = {Mathematical problem posing. From research to effective practice},
isbn = {978-1-4614-6257-6},
pages = {241-256},
publisher = {New York, NY: Springer},
doi = {10.1007/978-1-4614-6258-3_11},
abstract = {Summary: This chapter addresses opportunities for problem posing in developing young children's statistical literacy, with a focus on student-directed investigations. Although the notion of problem posing has broadened in recent years, there nevertheless remains limited research on how problem posing can be integrated within the regular mathematics curriculum, especially in the areas of statistics and probability. The chapter first reviews briefly aspects of problem posing that have featured in the literature over the years. Consideration is next given to the importance of developing children's statistical literacy in which problem posing is an inherent feature. Some findings from a school playground investigation conducted in four, fourth-grade classes illustrate the different ways in which children posed investigative questions, how they made predictions about their outcomes and compared these with their findings, and the ways in which they chose to represent their findings.},
msc2010 = {D52xx (K42xx K52xx)},
identifier = {2015f.00462},
}