Young children’s early modelling with data

Abstract

An educational priority of many nations is to enhance mathematical learning in early childhood. One area in need of special attention is that of statistics. This paper argues for a renewed focus on statistical reasoning in the beginning school years, with opportunities for children to engage in data modelling activities. Such modelling involves investigations of meaningful phenomena, deciding what is worthy of attention (identifying complex attributes), and then progressing to organising, structuring, visualising, and representing data. Results reported here are derived from the first year of a three-year longitudinal study in which three classes of first-grade children and their teachers engaged in activities requiring the creation of data models. The theme of "Looking after our Environment," a component of the children's science curriculum at the time, provided the context for the activities. Findings include children's abilities to focus their attention on qualities of items rather than the items themselves in identifying attributes, switch their attention from one item feature to another, and create a broad range of models in organising, structuring, and representing their data. Children's development of meta-representational knowledge facilitated their choice and nature of data representations.

Problem Posing from a Modelling Perspective

“…Although some research has been conducted on problem posing in mathematical modelling (e.g., Bonotto, 2010Bonotto, , 2011English, 2010 ;English, Fox, & Watters, 2005 ), in general the topic of problem posing has tended to be peripheral in mathematical modelling research. For example, Goldstein and Pratt ( 2001 ) remarked that problem posing "falls outside the classical modelling cycle [of mathematization, transformation, interpretation and validation]" (p. 49).…”

Teaching mathematics with children’s literature in Finland

“…Literature is commonly used before conducting handson activities in mathematics lessons to bridge the relevant concepts with students' prior knowledge and hands-on activities (Flevares & Schiff, 2014). An important aspect of using literature in mathematics lessons is the fact that the act of reading and discussing literature includes modeling activities and may help to pose problems, provide information, offer a context, and provide compelling characters for modeling (English, 2010). Haapasalo (2008) writes that mathematics learning often involves the dictation of procedural and conceptual knowledge.…”

Emergence of tables as first-graders cope with modelling tasks

“…However, several studies suggest that even young children can learn to employ modelling to organize and represent data. [1,3,4] Moreover, the second author of the current study, who is a first-grade teacher, believed that her students would benefit from an opportunity to develop modelling competencies. This prompted a research project, i.e., a larger study from which the current study emerged.…”

“…Rather, modelling in such tasks entails a process of organizing the situation described in the problem, simplifying and structuring it, and then mathematizing it by choosing, adapting, and using mathematical tools. [1,2] In recent years, modelling tasks have been used in mathematics curricula mainly to develop students' modelling competencies. This goal involves the recognition that it is not enough for students to develop mathematical concepts; that is, to acquire a mathematical tool box, students must also learn to make decisions about when and how to use this knowledge.…”