Developing young children's emergent inferential practices in statistics

Makar, Katie (2016) Developing young children's emergent inferential practices in statistics. Mathematical Thinking and Learning, 18 1: 1-24. doi:10.1080/10986065.2016.1107820

Author Makar, Katie
Title Developing young children's emergent inferential practices in statistics
Journal name Mathematical Thinking and Learning   Check publisher's open access policy
ISSN 1098-6065
Publication date 2016-01-01
Sub-type Article (original research)
DOI 10.1080/10986065.2016.1107820
Volume 18
Issue 1
Start page 1
End page 24
Total pages 24
Place of publication Philadelphia, United States
Publisher Routledge
Language eng
Formatted abstract
Informal statistical inference has now been researched at all levels of schooling and initial tertiary study. Work in informal statistical inference is least understood in the early years, where children have had little if any exposure to data handling. A qualitative study in Australia was carried out through a series of teaching experiments with a class of five- to six-year-old children in two phases over six months. The aim of the exploratory study was to understand and support the emergence of informal statistical inference in the early years of schooling. Through activities that initially built on children’s experiences with prediction and key characteristics of informal statistical inference, the children’s actions were observed in a data-based inquiry involving prediction to identify critical relationships that then supported children in making informal statistical inferences. Implications are discussed.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Education Publications
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Created: Wed, 27 Jan 2016, 19:22:44 EST by Claire Backhouse on behalf of School of Education