Interpretation of statistical information and the role of contextual knowledge – a pilot study among fourth-grade students

Birk, Lisa

Research article in edited proceedings (conference) | Peer reviewed

Abstract

The relevance of the development of statistical literacy has become apparent within the last decade as a consequence of our data-driven society. Therefore, fostering the competencies needed to interpret statistical information has become a well-accepted focus within the elementary school mathematics classroom. The role of contextual knowledge is highlighted and poses a crucial part of statistics. The here presented pilot study hence aims at describing situations in which fourth-grade elementary school students make use of their contextual knowledge when interpreting statistical information presented in stacked dot plots to contribute to a local learning theory that explains when and how the integration of contextual knowledge might foster or hinder the interpretation of statistical information. The role of the task is highlighted as connections can be established between the integration of contextual knowledge and what the task aims at.

Details about the publication

PublisherDrijvers, P.; Csapodi, C.; Palmér, H.; Gosztonyi, K.; Kónya, E.
Book titleProceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).
Page range874-881
Publishing companyAlfréd Rényi Institute of Mathematics and ERME
Place of publicationBudapest
StatusPublished
Release year2023
Language in which the publication is writtenEnglish
ConferenceThirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Budapest, Hungary
Link to the full texthttps://hal.science/CERME13/hal-04410795v1
KeywordsEarly statistical thinking; contextual knowledge; interpreting statistical information

Authors from the University of Münster

Birk, Lisa
Professorship of didactics of mathematics with the focus on primary education (Prof. Frischemeier)