Linking problems, conclusions and evidence: Primary students' early experiences of planning statistical investigations

Author(s)
Fielding-Wells, Jill
Publication Date
2010
Abstract
<p>An overview of many primary programs demonstrates the passivity of statistical learning in the junior years. Students are usually provided clean, orderly, simplistic data, or data representations, with which to work. When students are encouraged to collect their own data, it is limited to that which could be expected to cause little difficulty. The focus on contrived and unsophisticated data collection and analysis denies younger students the opportunity to design their own statistical investigations. The research reported here derives from the introduction of the statistical investigative cycle (Wild and Pfannkuch, 1999) to a classroom of 9-10 year old students. The students initially experienced difficulty envisioning the investigation process, despite both explicit instruction and multiple prior experiences with investigative learning. A focus on connecting problems and conclusions to evidence enabled students to plan investigations more efficiently.</p>
Citation
Data and context in statistics education: Towards an evidence-based society (Proceedings of the Eighth International Conference on Teaching Statistics)
ISBN
9789077713549
Link
Publisher
International Statistical Institute (ISI)
Title
Linking problems, conclusions and evidence: Primary students' early experiences of planning statistical investigations
Type of document
Conference Publication
Entity Type
Publication

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