Statistics at Play

Autor/in	English, Lyn D.
Titel	Statistics at Play
Quelle	In: Teaching Children Mathematics, 21 (2014) 1, S.36-44 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Elementary School Students; Grade 3; Play; Teaching Methods; Playgrounds; Learning Activities; Statistics; Elementary School Mathematics; Data Collection; Mathematics Skills; Context Effect; Questioning Techniques; Data Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Playground; Spielplatz; Lernaktivität; Statistik; Elementare Mathematik; Schulmathematik; Data capture; Datensammlung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Befragungstechnik; Fragetechnik; Auswertung; Statistische Analyse
Abstract	An exciting event had occurred for the grade 3 classes at Woodlands State School. A new play space designated for the older grades had now been opened to the third graders. In sharing their excitement over this "real treat, real privilege," the teachers invited the children to find out more about playgrounds and, in particular, their new play area. Playgrounds thus formed the context for a set of third-grade activities designed to extend the children's understanding and appreciation of statistics. In the first activity, spanning six 40-minute lessons and described briefly in this article, the students created a survey to learn more about their play area. In the second activity (four 40-minute lessons described briefly in this article), they gathered further data as a basis for improving the context of their playground. The increasing importance of dealing with data from the earliest grades has been emphasized consistently by the National Council of Teachers of Mathematics (NCTM 2000) and more recently by past NCTM president Michael Shaughnessy (2010). Three core components in developing children's understanding and appreciation of data--establish a context, pose and answer statistical questions, represent and interpret data--lay the foundation for the fourth component: use data to enhance existing context. These components are explained while describing the lessons. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10