Initiating Interest in Statistical Problems: The Role of Picture Story Books

Kinnear, Virginia

doi:10.1007/978-981-13-1044-7_11

Cited by 6 publications

(5 citation statements)

References 26 publications

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“…Similar findings were reported by Makar (2018), who suggested that within rich context, young children have the potential to integrate concepts, relationships, tools, and structures that had analogies in the context of reference to purposefully solve a statistical question. Kinnear (2018) reached similar conclusions, stating that the context in which the activities are presented influences the way data are approached, engaged, analyzed and interpreted, and consequently context influences the statistical reasoning and knowledge development that takes place. Langrall et al (2006) also concluded that context has an important role in children's task perception and can influence their engagement and reasoning.…”

Section: Discussionmentioning

confidence: 69%

“…In the study by Heuvel-Panhuizen and van den Boogaard (2008), participants were confident producing mathematical related utterances because the story book proposed a familiar context that activated their mathematical thinking. In the field of statistics education, story books have been used as initiators of students' interest in a problem and as providers of contexts for statistical problem solving (Kinnear, 2018), as well as starting points for data modeling (English, 2010).…”

Section: Story Booksmentioning

confidence: 99%

“…Despite its widely recognized importance in statistical practice, context has received very limited attention in school statistics in early childhood education (Leavy & Hourigan, 2018;Makar, 2018;Pfannkuch, 2011). Several scholars have proposed that data context provides meaning for data (e.g., Moore, 1990), 2 becomes the framing structure for data analysis and reasoning (Garfield & Ben-Zvi, 2007), and influences statistical sense making and reasoning processes (Kinnear, 2018). To develop rich statistical understandings, students must see how statistical concepts are related to one another, and make strong links to prior knowledge and previous experiences.…”

Section: Introductionmentioning

confidence: 99%

“…Taking into consideration the pertinence and importance of context in statistical reasoning and in the process of sense making, this study utilized meaningful contexts for data modeling from children's story books. In the field of statistics education, children's story books evoke an emotional connection with students, allow the development of mathematical ideas, function as a starting point for motivation of students, provide an important connection with prior knowledge, stimulate interest, and are a cognitive attraction (Kinnear, 2018). The research question to be answered is:…”

Section: Introductionmentioning

confidence: 99%

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The Role of Contexts in Supporting Early Statistical Reasoning in Data Modeling

ZAPATA-CARDONA

2023

SERJ

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Data modeling is an essential activity in a data-driven society, but such a topic and how the context shapes it has received limited attention. This paper reports on research that investigated the role of context in supporting early statistical reasoning in the data modeling process. The data were collected throughout sessions in which young children (7 year-old) worked out problem activities designed to stimulate data modeling. The problem activities started by reading children’s story books purposefully created as a strategy to provide contexts of interest. The stories were inscribed within culturally relevant contexts in which the characters deal with data in different formats. The data modeling problem activities were closely related to the stories described within the books. Special attention was put into the actions of organizing, structuring, visualizing, and representing data and the role of the context in the data modeling process. The main results suggest that the context of the problem activities for the data modeling process seems to facilitate statistical reasoning in young children. Additionally, the context of the problem activities helped participants to develop strategies to identify attributes of data, assess the model created, make sense of the data, and make informal inferences.

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Section: Discussionmentioning

confidence: 69%

Section: Story Booksmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Role of Contexts in Supporting Early Statistical Reasoning in Data Modeling

ZAPATA-CARDONA

2023

SERJ

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“…Prior research has shown that picture books indeed provide opportunities for engaging children in mathematics (Anderson et al, 2005; Hong, 1996; van den Heuvel-Panhuizen & van den Boogaard, 2008). Kinnear (2018), for example, used picture books to create a context in which statistical problem solving could be introduced to 5-year-olds. Casey and colleagues (2008) showed that using the context of a story in combination with geometry activities was more supportive of preschoolers’ geometry ability than de-contextualized activities.…”

Section: Children’s Repeating Patterning Abilitymentioning

confidence: 99%

Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading.

Wijns¹,

Purpura²,

Torbeyns³

2023

Journal of Educational Psychology

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This study evaluates the effectiveness of a dialogic reading picture book intervention on preschoolers' repeating patterning ability. Ninety-four children age 4 years 1 month to 6 years 8 months (M age = 5 years 0 months) were randomly assigned to intervention (n = 46) or active control (n = 48) conditions. Well-trained university and college students read two researcher-designed picture books five times each over 3 weeks (i.e., 10 reading sessions) to small groups of three to five children. In the intervention condition, repeating patterns were present in the text and the illustrations, and the dialogic reading questions elicited patterning interactions. In the control condition, there were no references to patterns and the dialogic reading questions focused on content other than patterns or mathematics. A repeating patterning measure (including extending, generalizing, identifying the unit) and a numerical measure (including counting, number recognition, number order) were administered at pretest and at posttest. At posttest, differences in repeating patterning between both conditions were not significant when controlling for pretest performance and receptive vocabulary, despite a small effect size. When further exploring the differences on each of the patterning tasks separately, the intervention group outperformed the control group on extending but not on generalizing or unit identification. There were no significant transfer effects on the numerical measure. Overall, this study shows that reading picture books specially designed around patterning skills can stimulate young children's ability to extend repeating patterns. Picture books are a promising tool to support children's patterning ability, because they are easy to implement in several early learning environments. Educational Impact and Implications StatementChildren's repeating patterning ability is an important component of their early mathematical ability, but there is only little room for patterning activities in most early childhood educational settings. The present study suggests that reading picture books that focus on repeating patterns can be potentially used for stimulating 4-to 6-year-olds' ability to extend repeating patterns.

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