Young children's explorations of average through informal inferential reasoning

Makar, Katie (2014) Young children's explorations of average through informal inferential reasoning. Educational Studies in Mathematics, 86 1: 61-78. doi:10.1007/s10649-013-9526-y

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Author Makar, Katie
Title Young children's explorations of average through informal inferential reasoning
Journal name Educational Studies in Mathematics   Check publisher's open access policy
ISSN 0013-1954
Publication date 2014
Year available 2013
Sub-type Article (original research)
DOI 10.1007/s10649-013-9526-y
Open Access Status File (Author Post-print)
Volume 86
Issue 1
Start page 61
End page 78
Total pages 18
Place of publication Dordrecht, The Netherlands
Publisher Springer Netherlands
Collection year 2014
Language eng
Formatted abstract
This study situates children's early notions of average within an inquiry classroom to investigate the rich inferential reasoning that young children drew on to make sense of the questions: Is there a typical height for a student in year 3? If so, what is it? Based on their deliberations over several lessons, students' ideas about average and typicality evolved as meaning reasonable, contrary to atypical, most common (value or interval), middle, normative, and representative of the population. The case study reported here documents a new direction for the development of children's conceptions of average in a classroom designed to elicit their informal inferential reasoning about data.
Keyword Average
Statistics education
Informal inferential reasoning
Informal statistical inference
Inquiry based learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 1 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 1 times in Scopus Article | Citations
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Created: Thu, 09 Jan 2014, 12:38:57 EST by Claire Backhouse on behalf of School of Education