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ERIC Number: EJ1040274
Record Type: Journal
Publication Date: 2014-Aug
Pages: 9
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1073-5836
Statistics at Play
English, Lyn D.
Teaching Children Mathematics, v21 n1 p36-44 Aug 2014
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.
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/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A