Investigating statistical predictions with first graders in Greece
Anastasia Michalopoulou 1 * , Sonia Kafoussi 1
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1 Department of Sciences of Preschool Education and Educational Design, University of the Aegean, Rhodes, GREECE* Corresponding Author

Abstract

This paper argues that engaging students in informal statistical reasoning from early school years is essential for the development of statistical understanding. We investigated if and how children aged six-seven years old identified variation in a table of data and made predictions through the design of a teaching experiment. The classroom teaching experiment was comprised of four 45 minutes lessons addressing the understanding and interpretation of data sets. In order to describe students’ informal predictive reasoning, we used the framework of “data lenses”. More specifically, we analyzed the different types of answers the students produced as they engaged in predictive reasoning during an interview given before and after the teaching experiment. The participation of students in (classroom) and out-of-school (family) communities of practice was also taken into consideration. Our results demonstrate that the students benefited from their learning experience and developed data understanding.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2024, Volume 19, Issue 2, Article No: em0771

https://doi.org/10.29333/iejme/14247

Publication date: 01 Apr 2024

Online publication date: 20 Feb 2024

Article Views: 606

Article Downloads: 269

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