id: 06494760
dt: a
an: 2015f.00462
au: English, Lyn D.; Watson, Jane M.
ti: Statistical literacy in the elementary school: opportunities for problem
posing.
so: Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From
research to effective practice. New York, NY: Springer (ISBN
978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in
Mathematics Education, 241-256 (2014).
py: 2014
pu: New York, NY: Springer
la: EN
cc: D52 K42 K52
ut: problem posing; statistical literacy; opportunities for problem posing;
statistics; probability
ci:
li: doi:10.1007/978-1-4614-6258-3_11
ab: Summary: This chapter addresses opportunities for problem posing in
developing young childrenâ€™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
childrenâ€™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.
rv: