This paper is from Session 4B: An Inquiry Teaching Environment for Data Producers: Statistics Tasks for Elementary Years of Schooling
which comes under Topic 4: Improving teaching and capacity in statistics education
Paper 4B3 (Monday 9th, 11:00-12:30)
Scaffolding data conversations in a primary classroom
Presenter
- Sue Allmond (The University of Queensland, Australia)
Co-author
- Katie Makar (University of Queensland, Australia)
Abstract
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.