Abstract:Boxplots are statistical representations for organizing and displaying data that are relatively easy to create with a five-number summary. However, boxplots are not as easy to understand, interpret, or connect with other statistical representations of the same data. We worked at two different schools with 259 middle school students who constructed and interpreted boxplots. We observed that even students who were able to create boxplots had difficulty interpreting data represented in a boxplot. After sharing sp… Show more
“…However, it is not our intention to suggest that students' development in constructing statistical graphs precedes the interpretation of statistical graphs in the overall knowledge development of data display (or vice versa). In their study on middle school students' interpretation of box plots, for example, Edwards, Özgün‐Koca, and Barr (2017) stated that the research base cited earlier, together with our own observations of the middle school students in our study, provides ample evidence that being able to display data in a boxplot does not guarantee that one can correctly interpret a boxplot for which there is no access to the raw data. (p. 27)…”
Section: Hypothesized Data Display Learning Progressionmentioning
K–12 students are expected to acquire competence in data display as part of developing statistical literacy. To support research, assessment design, and instruction, we developed a hypothesized learning progression (LP) using existing empirical literature in the fields of mathematics and statistics education. The data display LP posits a progression of student understanding and learning of data display in terms of two progress variables: constructing data displays and interpreting data displays. An initial data display LP was revised through expert review and then supported the design of a set of data display tasks to elicit evidence of student knowledge and skills in constructing and interpreting data display. The data display LP and tasks presented in this research report can inform assessment development as well as classroom instruction, and they can be used for further studies on potential interactions between the two progress variables in students' development of data display knowledge.
“…However, it is not our intention to suggest that students' development in constructing statistical graphs precedes the interpretation of statistical graphs in the overall knowledge development of data display (or vice versa). In their study on middle school students' interpretation of box plots, for example, Edwards, Özgün‐Koca, and Barr (2017) stated that the research base cited earlier, together with our own observations of the middle school students in our study, provides ample evidence that being able to display data in a boxplot does not guarantee that one can correctly interpret a boxplot for which there is no access to the raw data. (p. 27)…”
Section: Hypothesized Data Display Learning Progressionmentioning
K–12 students are expected to acquire competence in data display as part of developing statistical literacy. To support research, assessment design, and instruction, we developed a hypothesized learning progression (LP) using existing empirical literature in the fields of mathematics and statistics education. The data display LP posits a progression of student understanding and learning of data display in terms of two progress variables: constructing data displays and interpreting data displays. An initial data display LP was revised through expert review and then supported the design of a set of data display tasks to elicit evidence of student knowledge and skills in constructing and interpreting data display. The data display LP and tasks presented in this research report can inform assessment development as well as classroom instruction, and they can be used for further studies on potential interactions between the two progress variables in students' development of data display knowledge.
“…Entretanto, essas competências relativas ao Letramento Estatístico não se desenvolvem simplesmente por intuição. É preciso desenvolver metodologias nos espaços institucionais que promovam o trabalho pedagógico sistematizado com relação a elas, bem como às representações gráficas, de maneira tal que sejam viabilizadas as aprendizagens significativas para os alunos, referentes às estruturas de representação gráficas, ao conceito de gráfico e seus elementos e, por conseguinte, desenvolvam a compreensão deles (Curcio, 1987;Shaughnessy, 2007;Edwards et al, 2017).…”
Section: Combinação Pedagógica Entre Letramento Estatístico E Compreeunclassified
ResumoA finalidade deste trabalho é analisar as contribuições de uma estratégia pedagógica articulada entre o letramento estatístico e compreensão gráfica para os anos finais do ensino fundamental. A análise dos dados foi realizada com base numa formação docente em Educação Estatística, que ocorreu por meio de (2) dois encontros presenciais, com duração de (4) quatro horas cada um, perfazendo o total de (8) oito horas, e contou com a participação de (12) doze professores de Matemática da rede pública do estado do Paraná, na cidade de Curitiba. Para a análise desses dados, optou-se pela metodologia da Análise Textual Discursiva. Os resultados obtidos indicam que essa prática pedagógica combinada entre o letramento estatístico e compreensão gráfica favorece o processo de aquisição, estruturação e desenvolvimento dos conhecimentos relativos à Educação Estatística, configurando-se como uma alternativa para o trabalho escolar docente.Palavras-chave: Formação docente, Letramento estatístico, Compressão gráfica. AbstractThe purpose of this work is to analyze the contributions of a pedagogical strategy articulated between statistical literacy and graphic understanding for the final years of elementary school. The data analysis was carried out based on a teacher training in Statistical Education, which took place through two face-to-face meetings of four hours each, totaling eight hours, and counted with the participation of twelve mathematics teachers from public schools in the state of Paraná, in the city of Curitiba. For the analysis of these data, the Discursive Textual Analysis methodology was chosen. The results obtained indicate that this pedagogical practice combining statistical literacy and graphic comprehension fosters the process of acquisition, structuring, and development of knowledge related to Statistical Education, being configured as an alternative for teachers’ school work.Keywords: Teacher training, Statistical literacy, Graphic compression. ResumenEl propósito de este trabajo es analizar los aportes de una estrategia pedagógica articulada entre la alfabetización estadística y la comprensión gráfica para los últimos años de la escuela primaria e inicio de secundaria. El análisis de datos se realizó con base en una formación docente en Educación Estadística, la cual se llevó a cabo mediante dos reuniones presenciales de cuatro horas cada una, totalizando ocho horas, y contó con la participación de doce profesores de matemáticas de escuelas públicas de Curitiba, estado de Paraná. Para el análisis de estos datos se eligió la metodología de Análisis Textual Discursivo. Los resultados obtenidos indican que esta práctica pedagógica que combina la alfabetización estadística y la comprensión gráfica favorece el proceso de adquisición, estructuración y desarrollo de conocimientos relacionados con la Educación Estadística, configurándose como una alternativa para la labor escolar de los docentes.Palabras clave: Formación docente, Alfabetización estadística, comprensión gráfica
“…also asserted that partitioning a data set into quarters and thinking of the median as a measure of centre may be far less intuitive or sensible for students. Edwards et al (2017) found that only 78 (30%) of 259 middle-schoolers correctly constructed a box plot. The correct construction did not then translate into normative responses to questions such as "What percentage of data points lie above the median value/first quartile?"…”
Six 7th-grade students engaged with an instructional sequence involving the use of the TinkerPlots software to organize data sets in ways intended to help them construe two attributes: the location of quarters of the data within a sub-range of the entire set, and the spread of those portions. We present evidence of students' thinking about these attributes drawn from their responses to questions posed in the instructional sequence. Comparison of findings from a pre-test and a culminating task suggest that the students enriched their ability to imagine and create hypothetical data from a given representative box plot, and that they became oriented to the spread of portions of a data set as indicated by the length of its quarters.
RésuméSix élèves de 7 e année ont participé à une séquence pédagogique impliquant l'utilisation du logiciel TinkerPlots MC dans le but d'organiser des ensembles de données de façon à ce que cela les aide à interpréter deux attributs: l'emplacement des données organisées en quartiles à l'intérieur d'un sousintervalle de variation et la répartition de ces portions. À partir des réponses données aux questions posées dans la séquence pédagogique, nous montrons comment les élèves conçoivent ces attributs. Quand on compare les conclusions tirées d'un prétest avec celles d'une tâche intégratrice, on constate que les élèves ont amélioré leur aptitude pour imaginer et concevoir des données hypothétiques résultant d'un diagramme de quartiles représentatif donné; et qu'ils se sont orientés vers la répartition des portions d'ensembles de données en fonction de l'étendue des quartiles.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
