This compilation focuses on the theory and conceptualisation of statistics and probability in the early years and the development of young children’s (ages 3-10) understanding of data and chance. It provides a comprehensive overview of cutting-edge international research on the development of young learners’ reasoning about data and chance in formal, informal, and non-formal educational contexts. The authors share insights into young children’s statistical and probabilistic reasoning and provide early childhood educators and researchers with a wealth of illustrative examples, suggestions, and practical strategies on how to address the challenges arising from the introduction of statistical and probabilistic concepts in pre-school and school curricula.
This collection will inform practices in research and teaching by providing a detailed account of current best practices, challenges, and issues, and of future trends and directions in early statistical and probabilistic learning worldwide. Further, it will contribute to future research and theory building by addressing theoretical, epistemological, and methodological considerations regarding the design of probability and statistics learning environments for young children.
Tabela de Conteúdo
Part I Theory and conceptualisation of statistics and probability in the early years.- 1 Theorising links between context and structure to introduce powerful statistical ideas in the early years.- 2 Probabilistic thinking and young children: Theory and pedagogy.- Part II Learning statistics and probability.- 3 Emergent reasoning about uncertainty in primary school children with a focus on subjectivity probability.- 4 Variation and expectation for six-year-olds.- 5 The impact of culturally responsive teaching on statistical and probabilistic learning of elementary children.- 6 Inscriptional capactities and representations of young children engaged in data collection during a statistical investigation.- 7 Scaffolding statistical inquiries for young children.- 8 How kindergarten and elementary school students understanding the concept of classification.- Part III Teaching statistics and probability: Curriculum issues.- 9 Unpacking implicit disagreements among early childhood standards forstatistics and probability.- 10 Statistical graphs in Spanish textbooks and diagnostic tests for 6-8 year-old children.- Part IV Teaching statistics and probability: Tasks and materials.- 11 Initiating interest in statistical problems: The role of picture story books.- 12 Teachers’ reflections on challenges for teaching probability in the early years.- 13 Design, implementation and evaluation of an instructional sequence to lead primary school students to comparing groups in statistical projects.- 14 Data representations in early statistics: Data sense, meta-representational competence and transnumeration.- 15 Supporting young children to develop combinatorial reasoning.- Part V Teaching statistics and probability: Modelling.- 16 Integrating games into the early statistics classroom: Teacher professional development on game-enhanced learning.- 17 Young children’s statistical literacy in modelling with data and chance.
Sobre o autor
Dr. Aisling Leavy is Head of STEM Education at Mary Immaculate College, University of Limerick. Her research interests include statistical thinking and reasoning, children’s mathematical thinking, and mathematics teacher education. Aisling is currently an Associate Editor of Statistics Education Research Journal and General Editor of Irish Educational Studies. She publishes in international scholarly journals in the areas of statistics education, mathematics education, and prospective teachers’ attitudes towards and knowledge of mathematics and statistics.
Dr. Maria Meletiou-Mavrotheris is a Professor of Mathematics Education at the European University Cyprus, and Director of the Research Laboratory in ICT-Enhanced Education. Her research concentrates on issues related to the teaching and learning of statistics, mathematics, science, and technology education. She has produced numerous publications in scholarly international journals and edited volumes, and has been able to attract considerable funding from national and international sources. Her research record includes the coordination of multiple EU-funded projects, including the Socrates-Comenius project Early Statistics: Enhancing the Teaching and Learning of Early Statistical Reasoning in European Schools.
Dr. Efi Paparistodemou is a teacher educator at Cyprus Pedagogical Institute. She holds degrees in Education, Mathematics and Statistics, and a Ph D in Mathematics Education. She has worked as a teacher, a special math educator, a math textbook writer and as an Assistant Professor at the European University Cyprus. Her research concentrates on issues related to statistics, probability, mathematics teacher education and technology. She has worked in European projects (e.g. Early Statistics) and published on mathematics and statistics education, technology education, prospective and in-service teacher development, and professional learning in mathematics.
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