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Fourth-graders’ meta-questioning in statistical investigations
Citation
English, LD and Watson, JM and Fitzallen, NE, Fourth-graders' meta-questioning in statistical investigations, Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia (MERGA), 2-7 July 2017, Melbourne, Victoria, Australia, pp. 229-236. ISBN 978-1-920846-30-5 (2017) [Refereed Conference Paper]
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Copyright Statement
Copyright 2017 Mathematics Education Research Group of Australasia (MERGA) Incorporated
Official URL: https://www.merga.net.au/publications/conf_display...
Abstract
This paper addresses the initial components of an activity in which 4th-grade students
engaged in meta-questioning as they created and refined survey questions with the aim of
comparing life across two Australian cities. We propose the term, meta-questioning, as a
core, underrepresented feature of statistical investigations in the primary school. We report
on the nature of the students’ initial posed questions and their subsequent refined questions,
students’ justifications for their question refinements, their anticipated data collection, and
developments in their question posing skills. Results include a hierarchy of question types
posed by the students and how their question types changed with subsequent refinements.
Item Details
Item Type: | Refereed Conference Paper |
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Keywords: | question posing; STEM; |
Research Division: | Education |
Research Group: | Curriculum and Pedagogy |
Research Field: | Science, Technology and Engineering Curriculum and Pedagogy |
Objective Division: | Education and Training |
Objective Group: | Education and Training Systems |
Objective Field: | Education and Training Systems not elsewhere classified |
Author: | Watson, JM (Professor Jane Watson) |
Author: | Fitzallen, NE (Dr Noleine Fitzallen) |
ID Code: | 117006 |
Year Published: | 2017 |
Funding Support: | Australian Research Council (DP150100120) |
Deposited By: | Education |
Deposited On: | 2017-05-27 |
Last Modified: | 2018-01-10 |
Downloads: | 0 |
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