The Role of Context in Young Children's Interpretation of a Data Table

Autor/in	Kinnear, Virginia
Titel	The Role of Context in Young Children's Interpretation of a Data Table
Quelle	In: Statistics Education Research Journal, 22 (2023) 2, Artikel 3 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Statistics Education; Data Analysis; Tables (Data); Thinking Skills; Story Reading; Task Analysis; Data Interpretation; Preschool Children; Teaching Methods; Pictorial Stimuli; Instructional Effectiveness; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Auswertung; Tabelle; Denkfähigkeit; Aufgabenanalyse; Data evaluation; Datenauswertung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Fantasieanregung; Unterrichtserfolg; Ausland; Australien
Abstract	This paper describes the role of data and task context in young children's interpretation of and reasoning about data tables. A design-based descriptive study was conducted with fourteen 5-year-old children in their first year of formal schooling. A picture storybook provided the data context for a data modelling activity that focused on interpreting and analysing a data table. The children spontaneously read zero as a data value of interest and explained their interpretation of data using knowledge gleaned from the context of the storybook. Presenting the data pictorially and numerically using the structure of a table supported children's successful reading and interpretation of the data. The structure and representation of the table facilitated development of statistical reasoning that was unexpected of children as young as 5 years. (As Provided).
Anmerkungen	International Association for Statistical Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: https://iase-web.org/ojs/SERJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01