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Linking problems, conclusions and evidence: Primary students' early experiences of planning statistical investigations
conference contribution
posted on 2023-05-23, 08:12 authored by Fielding-Wells, JAn 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.
History
Publication title
Proceedings of the 8th International Conference on Teaching StatisticsEditors
Reading, CPagination
1-6ISBN
978-90-77713-54-9Department/School
Faculty of EducationPublisher
International Association for Statistical Education & International Statistical InstitutePlace of publication
SloveniaEvent title
8th International Conference on Teaching StatisticsEvent Venue
Ljubljana, SloveniaDate of Event (Start Date)
2010-07-11Date of Event (End Date)
2010-07-16Rights statement
Copyright 2010 International Association for Statistical Education & International Statistical Institute (ISI/IASE)Repository Status
- Restricted