Titlebook: Statistics in Early Childhood and Primary Education; Supporting Early Sta Aisling Leavy,Maria Meletiou-Mavrotheris,Efi Papar Book 2018 Spri

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Statistics in Early Childhood and Primary EducationSupporting Early Sta

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2213-9273 ng worldwide. Further, it will contribute to future research and theory building by addressing theoretical, epistemological, and methodological considerations regarding the design of probability and statistics 978-981-13-4554-8978-981-13-1044-7Series ISSN 2213-9273 Series E-ISSN 2213-9281

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Theorising Links Between Context and Structure to Introduce Powerful Statistical Ideas in the Early ristics of age-appropriate links between contexts and structures in statistics. Over time, engaging children in significant activities that rely on statistical context–structures can provide children with multiple opportunities to experience statistics as a coherent and purposeful discipline and dev

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Probabilistic Thinking and Young Children: Theory and Pedagogys capacity to engage with notions of probability. Recent research underlines how intuitions and experience, informal mathematical knowledge, probability literacy as well as curriculum development and task design play a significant role in shaping and enhancing preschoolers’ probabilistic thinking, n

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Variation and Expectation for Six-Year-Oldsxample related to the number of red lollies out of 10, who would most want a book for Christmas, how a new child would come to school, and the highest maximum temperature for a year. Across the contexts, students were asked to create or manipulate representations of information (data). At no time we

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The Impact of Culturally Responsive Teaching on Statistical and Probabilistic Learning of Elementaryaction and take into account the social practices, the subjective experiences, identity, beliefs, emotions, values, contexts and complexity of the participants. The results of the research include the description of the thought processes that emerge as children engage in using mathematics and statis

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How Kindergarten and Elementary School Students Understand the Concept of Classificationt school, as they are generally asked to classify from pre-defined criteria instead of producing their own. However, since kindergarten children are already able to classify in different situations and, most importantly, they are able to learn easily the skills needed to classify, we believe that if

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Unpacking Implicit Disagreements Among Early Childhood Standards for Statistics and Probabilitytatistics. Defensible interpretations of the research literature are considered. Strategies teachers and curriculum developers can use to cope with situations in which standards documents conflict with desirable learning goals for children are also described. Boundary objects, which allow related co