This paper is from Session 2G: Probability and modelling across the schooling levels
which comes under Topic 2: Statistics education at the school level
Paper 2G1 (Friday 13th, 11:00-12:30)
How models and modelling approaches can promote young children’s statistical reasoning
Presenter
- Takashi Kawakami (Utsunomiya University, Japan)
Abstract
The need to overcome the boundaries between statistics education and models and modelling approaches has been increasingly emphasised. These approaches spotlight children’s models and the process to create, modify, and apply these models to real-world contexts. This study illustrated how models and modelling approaches encourage young children (aged 7–8) to focus on the views of distribution, including the relationship among the elements of distribution, leading to statistical reasoning. To model variation and formulate decisions with data, the children individually created models, collectively made up a dot plot, and then individually evaluated and revised their initial models. Articulation and changes in the children’s statistical reasoning, associated models of distribution, and creation processes in collaborative and individual modelling were discussed in relation to the roles of inscriptions.