Scaffolding statistical inquiries for young children

Book chapter


Fielding-Wells, Jill. (2018). Scaffolding statistical inquiries for young children. In In A. Leavy, M. Meletiou-Mavrotheris and E. Paparistodemou (Ed.). Statistics in early childhood and primary education: Supporting early statistical and probabilistic thinking pp. 109 - 127 Springer Nature. https://doi.org/10.1007/978-981-13-1044-7_7
AuthorsFielding-Wells, Jill
EditorsA. Leavy, M. Meletiou-Mavrotheris and E. Paparistodemou
Abstract

Statistics in the early years is often limited to the construction and ‘reading’ of simple data representations as distinct from employing statistical inquiries that engage students with data in more authentic and meaningful contexts. One of the challenges of engaging with data inquiries is the extent to which students struggle with the lack of structure and direction, thus requiring additional support, or scaffolding. This chapter details the framework used for introducing statistical inquiry to young students and then provides insights that emerged from observation and analysis of a class of 5–6 year olds engaged in their own data investigation to illustrate. The findings suggest that considerable teacher scaffolding is required to progress students through inquiries and this was largely achieved through questioning employed to focus students on both the inquiry process and the statistical content to be addressed.

Page range109 - 127
Year2018
Book titleStatistics in early childhood and primary education: Supporting early statistical and probabilistic thinking
PublisherSpringer Nature
Place of publicationSingapore
ISBN9789811310430
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-13-1044-7_7
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/86w80/scaffolding-statistical-inquiries-for-young-children

Restricted files

Publisher's version

  • 174
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Designing challenging online mathematical tasks for initial teacher education: Motivational considerations
Fielding-Wells, Jill, Geiger, Vince, Miller, Jodie, Bruder, Regina, Roder, Ulrike and Ratnayake, Iresha. (2019). Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In M. Graven, H. Venkat and A. A. Essien and P. Vale (Ed.). 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 - 12 July 2019. Pretoria, South Africa: The International Group for the Psychology of Mathematics Education. pp. 240 - 247
Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling
Fielding-Wells, Jill. (2018). Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling. ZDM. 50(7), pp. 1125 - 1138. https://doi.org/10.1007/s11858-018-0961-1
Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing
Emery, Sherridan and Fielding-Wells, Jill. (2018). Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing. In In D. Kember and M. Corbett (Ed.). Structuring the thesis: Matching method, paradigm, theories and findings pp. 183 - 195 Springer Nature. https://doi.org/10.1007/978-981-13-0511-5_18
The practice of statistics
Watson, Jane, Fitzallen, Noleine, Fielding-Wells, Jill and Madden, Sandra. (2018). The practice of statistics. In In D. Ben-Zvi, K. Makar and J. Garfield (Ed.). International handbook of research in statistics education pp. 105 - 137 Springer International Publishing. https://doi.org/10.1007/978-3-319-66195-7_4
Developing an understanding of what constitutes mathematics teacher educator PCK: a case study of a collaboration between two teacher educators
Muir, Tracey, Fielding-Wells, Jill and Chick, Helen. (2017). Developing an understanding of what constitutes mathematics teacher educator PCK: a case study of a collaboration between two teacher educators. Australian Journal of Teacher Education. 42(12), pp. 60 - 79. https://doi.org/10.14221/ajte.2017v42n12.4
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics
Fielding-Wells, Jill, O'Brien, Mia and Makar, Katie. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal. 29(2), pp. 237 - 254. https://doi.org/10.1007/s13394-017-0201-y
Building a new generation: community expectations on raising aspirations in rural tasmania
Corbett, Michael, Fraser, Sharon, Reaburn, Robyn, Smith, Heidi, Roberts, Janine and Fielding-Wells, Jill. (2017). Building a new generation: community expectations on raising aspirations in rural tasmania. Australian and International Journal of Rural Education. 27(3), pp. 8 - 24.
Aspire high: impacting student aspirations in a regional community
Reaburn, Robyn, Fraser, Sharon, Smith, Heidi and Fielding-Wells, Jill. (2017). Aspire high: impacting student aspirations in a regional community. Australian and International Journal of Rural Education. 27(3), pp. 73 - 89.
"Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for argument-based mathematical inquiry
Fielding-Wells, Jill. (2016). "Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for argument-based mathematical inquiry. In B. White, M. Chinnappan and S. Trenholm (Ed.). pp. 212 - 219
"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning
Fielding-Wells, Jill and Makar, Katie. (2015). "If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. 2, pp. 297 - 304.
Inquiry pedagogy to promote emerging proportional reasoning in primary students
Fielding-Wells, Jill, Dole, Shelley and Makar, Katie. (2014). Inquiry pedagogy to promote emerging proportional reasoning in primary students. Mathematics Education Research Journal. 26(1), pp. 47 - 77. https://doi.org/10.1007/s13394-013-0111-6