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

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Title: The Role of Context in Young Children's Interpretation of a Data Table
Language: English
Authors: Kinnear, Virginia
Source: Statistics Education Research Journal. 2023 22(2).
Availability: 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
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Statistics Education, Data Analysis, Tables (Data), Thinking Skills, Story Reading, Task Analysis, Data Interpretation, Preschool Children, Teaching Methods, Pictorial Stimuli, Instructional Effectiveness, Foreign Countries
Geographic Terms: Australia
ISSN: 1570-1824
1570-1824
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.
Abstractor: As Provided
Entry Date: 2023
Access URL: https://iase-web.org/ojs/SERJ/article/view/445/480
Accession Number: EJ1401457
Database: ERIC
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  Data: 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
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  Data: 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.
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