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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17742
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dc.contributor.authorProdromou, Theodosiaen
dc.date.accessioned2015-07-29T15:35:00Z-
dc.date.issued2015-
dc.identifier.citationInternational Journal of Statistics and Probability, 4(3), p. 181-197en
dc.identifier.issn1927-7040en
dc.identifier.issn1927-7032en
dc.identifier.urihttps://hdl.handle.net/1959.11/17742-
dc.description.abstractThis study investigated thirty-two Year 9 secondary school students' (15 year olds) reasoning about data tables of large-scale data. Eight groups of four students, drawn from six classes, participated in a workshop that examined the components of population change for EU and candidate countries, namely natural increase of population, net overseas migration for Europe and their country, and total population growth. Students investigated trends in real data displayed in tables, and responded to a set of reflective questions. Analysis of the reasoning used by the students revealed four levels of data-table comprehension - reading the data, reading within the data, reading beyond the data, and reading behind the data - similar to the levels described for students working with smaller data sets.en
dc.languageenen
dc.publisherCanadian Center of Science and Educationen
dc.relation.ispartofInternational Journal of Statistics and Probabilityen
dc.titleStudents' Emerging Reasoning About Data Tables of Large-Scale Dataen
dc.typeJournal Articleen
dc.identifier.doi10.5539/ijsp.v4n3p181en
dc.subject.keywordsStatisticsen
dc.subject.keywordsSecondary Educationen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
local.contributor.firstnameTheodosiaen
local.subject.for2008010499 Statistics not elsewhere classifieden
local.subject.for2008130106 Secondary Educationen
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008930103 Learner Developmenten
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930399 Curriculum not elsewhere classifieden
local.profile.schoolSchool of Educationen
local.profile.emailtprodrom@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20150724-011520en
local.publisher.placeCanadaen
local.format.startpage181en
local.format.endpage197en
local.peerreviewedYesen
local.identifier.volume4en
local.identifier.issue3en
local.contributor.lastnameProdromouen
dc.identifier.staffune-id:tprodromen
local.profile.orcid0000-0002-0685-7756en
local.profile.roleauthoren
local.identifier.unepublicationidune:17954en
local.identifier.handlehttps://hdl.handle.net/1959.11/17742en
dc.identifier.academiclevelAcademicen
local.title.maintitleStudents' Emerging Reasoning About Data Tables of Large-Scale Dataen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorProdromou, Theodosiaen
local.uneassociationUnknownen
local.year.published2015en
local.subject.for2020490599 Statistics not elsewhere classifieden
local.subject.for2020390306 Secondary educationen
local.subject.for2020390102 Curriculum and pedagogy theory and developmenten
local.subject.seo2020160101 Early childhood educationen
local.subject.seo2020160399 Teaching and curriculum not elsewhere classifieden
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