A framework for characterising children's statistical thinking

Jones, G.B., Thornton, C., Langrall, C.W., Mooney, E., Perry, B., and Putt, I.J. (2000) A framework for characterising children's statistical thinking. Mathematical Thinking and Learning, 2 (4). pp. 269-307.

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Abstract

Based on a review of research and a cognitive development model (Biggs & Collis, 1991), we formulated a framework for characterizing elementary children's statistical thinking and refined it through a validation process. The 4 constructs in this framework were describing, organizing, representing, and analyzing and interpreting data. For each construct, we hypothesized 4 thinking levels, which represent a continuum from idiosyncratic to analytic reasoning.We developed statistical thinking descriptors for each level and construct and used these to design an interview protocol. We refined and validated the framework using data from protocols of 20 target students in Grades 1 through 5. Results of the study confirm that children's statistical thinking can be described according to the 4 framework levels and that the framework provides a coherent picture of children's thinking, in that 80% of them exhibited thinking that was stable on at least 3 constructs. The framework contributes domain-specific theory for characterizing children's statistical thinking and for planning instruction in data handling.

Item ID: 12955
Item Type: Article (Refereed Research - C1)
Keywords: Mathematics; Thinking and Learning
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ISSN: 1098-6065
Date Deposited: 29 Nov 2012 06:18
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 51%
13 EDUCATION > 1303 Specialist Studies in Education > 130309 Learning Sciences @ 49%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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