Children’s representation and organisation of data

Nisbet, Steven; Jones, Graham A.; Thornton, Carol A.; Langrall, Cynthia W.; Mooney, Edward S.

doi:10.1007/bf03217368

Cited by 8 publications

(8 citation statements)

References 11 publications

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“…Kindergarten children can use tally charts to collect data based on their own interests and communicate with their peers (Curcio and Folkson, 1996). An interview study shows that pupils in Grades 2-5 preferred to use a tally chart to reorganize the data by frequency (Nisbet et al, 2003). However, it is not yet clear whether tally charts are more suitable for group comparisons compared to graphs using x-y coordinates.…”

Section: Features Of Bar Dot and Tallymentioning

confidence: 99%

“…It consists of an element-based coordinate system, in which all the elements are presented as tally marks. This graph is often used for children to record and count the frequency of data (Nisbet et al, 2003;Ashbrook, 2011;Davis, 2014;Garcia-Retamero et al, 2016). It has a grouping function, i.e., five tally marks create a group with each fifth mark scoring across the previous four marks (Tukey, 1977).…”

Section: Graph Schemas Are Based On a Common Invariant Structurementioning

confidence: 99%

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Best Graph Type to Compare Discrete Groups: Bar, Dot, and Tally

Zhao

Gaschler

2021

Front. Psychol.

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Different graph types might differ in group comparison due to differences in underlying graph schemas. Thus, this study examined whether graph schemas are based on perceptual features (i.e., each graph has a specific schema) or common invariant structures (i.e., graphs share several common schemas), and which graphic type (bar vs. dot vs. tally) is the best to compare discrete groups. Three experiments were conducted using the mixing-costs paradigm. Participants received graphs with quantities for three groups in randomized positions and were given the task of comparing two groups. The results suggested that graph schemas are based on a common invariant structure. Tally charts mixed either with bar graphs or with dot graphs showed mixing costs. Yet, bar and dot graphs showed no mixing costs when paired together. Tally charts were the more efficient format for group comparison compared to bar graphs. Moreover, processing time increased when the position difference of compared groups was increased.

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Section: Features Of Bar Dot and Tallymentioning

confidence: 99%

Section: Graph Schemas Are Based On a Common Invariant Structurementioning

confidence: 99%

Best Graph Type to Compare Discrete Groups: Bar, Dot, and Tally

Zhao

Gaschler

2021

Front. Psychol.

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“…The statistical thinking levels are idiosyncratic, transitional, quantitative, and analytical. The framework has been used in assessing the level of statistical thinking among school children (Jones et al, 2000;Jones et al, 2001;Nisbet et al, 2003;Putt et al, 2000;) and developing frameworks to characterize statistical thinking among older students (Chan et al, 2016;Groth, 2003;Mooney, 2002).…”

Section: Statistical Thinking At Primary School Levelmentioning

confidence: 99%

Statistical Thinking at Early Primary School Levels: Curriculum Perspectives in Uae Textbooks

HIJAZI,

SHAQLAIH

2023

SERJ

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Developing statistical thinking is vital to fostering students’ critical thinking; however, it requires suitable curricula, appropriate textbooks, and well-prepared teachers. For many decades, statistics education was almost absent in the K–12 education in the Arab world. During the past few years, noticeable education reform efforts at all educational levels have introduced advanced curricula that aim to equip students with the skills that would enable them to compete internationally. This study aims to analyze the new statistics curricula in the United Arab Emirates (UAE), as a leading educational model, and assess their alignment with the best international practices in developing statistical thinking at the primary school levels. Content analysis of the statistics component in mathematics textbooks from Grades 1–4 in UAE is presented in this paper, benchmarking the statistics content with the best international practices. Finally, recommendations on efficient and practical approaches to ensure appropriate development of statistical thinking at early educational stages are showcased.

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“…Estos autores encuentran un sesgo al organizar datos espontáneamente en categorías disjuntas y dificultades de los estudiantes con una categoría que entrega información para cada celda en la misma columna de una tabla. Nisbet, Jones, Thornton, Langrall y Mooney, (2003) encuentra que el proceso de reorganizar datos numéricos en frecuencias no es un proceso intuitivo en los niños de los niveles 1 y 3. En el sentido cognitivo, Duval (2003) afirma que Piaget (1955) mostró que la posibilidad de construcción o desarrollo de cierto tipo de tablas es relativamente tardía en el desarrollo de la inteligencia en los niños, y está ligada a la aparición de estructuras operatorias formales, es decir, a la aparición de enfoques combinatorios.…”

Section: Dificultades Con El Formato Tabularunclassified

El formato tabular: una revisión de literatura / Tabular format: a review of literature

Estrella¹

2014

Act. Inv. en Educ.

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Children’s representation and organisation of data

Cited by 8 publications

References 11 publications

Best Graph Type to Compare Discrete Groups: Bar, Dot, and Tally

Best Graph Type to Compare Discrete Groups: Bar, Dot, and Tally

Statistical Thinking at Early Primary School Levels: Curriculum Perspectives in Uae Textbooks

El formato tabular: una revisión de literatura / Tabular format: a review of literature

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