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

Fielding-Wells, Jill (2010). Linking problems, conclusions and evidence: Primary students' early experiences of planning statistical investigations. In: Chris Reading, Proceedings of the Eighth Inlernalional Conference on Teaching Statistics. 8th International Conference on Teaching Statistics (ICOTS8), Ljubljana, Slovenia, (). 11-16 July, 2010.

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Author Fielding-Wells, Jill
Title of paper Linking problems, conclusions and evidence: Primary students' early experiences of planning statistical investigations
Conference name 8th International Conference on Teaching Statistics (ICOTS8)
Conference location Ljubljana, Slovenia
Conference dates 11-16 July, 2010
Convener Chris Reading
Proceedings title Proceedings of the Eighth Inlernalional Conference on Teaching Statistics
Place of Publication Slovenia
Publisher International Association for Statistical Education
Publication Year 2010
Sub-type Fully published paper
ISBN 9789077713549
Editor Chris Reading
Total pages 6
Collection year 2011
Language eng
Abstract/Summary 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.
Q-Index Code E1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Conference Paper
Collections: Official 2011 Collection
School of Education Publications
 
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Created: Tue, 28 Sep 2010, 15:15:29 EST by Claire Backhouse on behalf of School of Education