|Graham A. Jones (USA)||firstname.lastname@example.org|
|Cynthia W. Langrall (USA)||email@example.com|
|Carol A. Thornton (USA)||firstname.lastname@example.org|
|Edward S. Mooney (USA)||email@example.com|
Our presentation will be based on a suite of studies involving children's
statistical thinking in the elementary grades. In our seminal study (Jones
et al., 2000a), we generated and validated a Framework that described
and predicted children's statistical thinking in Grades 1 through 5 on
four processes: describing data, organizing and reducing data, representing
data, and analyzing and interpreting data. This study showed that students'
statistical thinking could be characterized according to four level of
thinking that were consistent with a more general neo-Piagetian model
of cognitive development (Biggs & Collis, 1991). A follow-up study
(Nisbet, Jones, Langrall & Thornton, 2000) elaborated children's thinking
in organizing and representing both categorical and numerical data.
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