Contributed Paper C310
Scaffolding data conversations in a primary classroom
AuthorsSue Allmond (The University of Queensland, Australia)
Katie Makar (The University of Queensland, Australia)
PresenterSue Allmond (Australia)
In statistical inquiry students collaboratively address complex, ambiguous tasks that require negotiation and statistical evidence. Working collaboratively requires students to engage in intellectual risk taking as they propose and defend ideas, provide constructive feedback and defend the solution using statistical reasoning. Taking intellectual risks can be challenging for students who are more familiar with mathematics classrooms that focus predominantly on memorisation and reproduction of processes. This exploratory study aims to understand ways that 9 year old children can more confidently engage in data conversations that have the potential to improve the thinking, evidence and inquiry conclusion. Results suggest that by using scaffolding frameworks and establishing inquiry norms, students develop their capacity to reason statistically as they engage in student centered data conversations.