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ERIC Number: EJ1008390
Record Type: Journal
Publication Date: 2013-Feb
Pages: 9
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-1073-5836
Surviving an Avalanche of Data
English, Lyn D.
Teaching Children Mathematics, v19 n6 p364-372 Feb 2013
The National Council of Teachers of Mathematics (NCTM) continues to emphasize the importance of early statistical learning; data analysis and probability was the Council's professional development "Focus of the Year" for 2007-2008. Such a focus is needed, especially given the results of the statistics items from the 2003 NAEP. As Shaughnessy (2007) noted, students' performance was weak on more complex items involving interpretation or application of items of information in graphs and tables. Furthermore, little or no gains were made between the 2000 NAEP and the 2003 NAEP studies. One approach the author has taken to promote young children's statistical reasoning is through data modeling. Having implemented in grades 3-9 a number of model-eliciting activities involving working with data (e.g., English 2010), she observed how competently children could create their own mathematical ideas and representations--before being instructed how to do so. She thus wished to introduce data-modeling activities to younger children, confident that they would likewise generate their own mathematics. The author recently implemented data-modeling activities in a cohort of three first-grade classrooms of six-year-olds. In this article, she reports on some of the children's responses and discusses the components of data modeling the children engaged in. (Contains 5 figures and 2 tables.)
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress