Exposing young children to activities that develop emergent inferential practices in statistics

McPhee, Debra and Makar, Katie (2014). Exposing young children to activities that develop emergent inferential practices in statistics. In: K. Makar, B. Sousa and R. Gould, Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics. International Conference on Teaching Statistics (ICOTS9), Flagstaff, AZ, United States, (). 13-18 July 2014.

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Name Description MIMEType Size Downloads
Author McPhee, Debra
Makar, Katie
Title of paper Exposing young children to activities that develop emergent inferential practices in statistics
Conference name International Conference on Teaching Statistics (ICOTS9)
Conference location Flagstaff, AZ, United States
Conference dates 13-18 July 2014
Proceedings title Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics
Place of Publication Voorburg, The Netherlands
Publisher International Statistical Institute
Publication Year 2014
Sub-type Fully published paper
Open Access Status
Editor K. Makar
B. Sousa
R. Gould
Total pages 6
Language eng
Abstract/Summary Informal statistical inference has gained increasing recognition as an effective approach to teaching statistics. Distinct from descriptive statistics, inference provides learners with access to the power of statistics by giving them tools to make predictions beyond their data. International research in this area has focused on students from primary school through university. A series of teaching experiments introduced informal statistical inference to very young children (aged 5-6). Although making predictions was familiar as an everyday task, initial attempts revealed challenges to teaching informal inferential reasoning to young learners. Prior to conducting a statistical inquiry involving inference, activities were designed to generate a need for recording and organising data, the language of uncertainty and using data as evidence. Results suggest that the activities prior to inquiry likely supported students in their emerging inferential practices.
Q-Index Code EX
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Conference Paper
Collection: School of Education Publications
 
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Created: Wed, 01 Apr 2015, 11:29:44 EST by Claire Backhouse on behalf of School of Education