Young children's early modelling with data

Mathematics Education Research Journal

Volumn 22, Issue 2, 2010, Pages 24-47

  English, Lyn D ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78649573933     PISSN: 10332170     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03217564     Document Type: Article

References (49)

1. Australian Labor Party. (2009. An Education Revolution for Australia's Future. Retrieved November 4, 2009 from http://www.alp.org.au/platform/chapter_05.php.
2. Australian Labor Party. (2007). New Directions for our Schools: A National Action Plan on Literacy and Numeracy. Retrieved from parlinfo.aph.gov.au/parlinfo/ download/library/partypol/2RP06/2rp062.pdf
3. Australian Association of Mathematics Teachers & Early Childhood Australia. (2006). Position paper on early childhood mathematics. Retrieved October 10, 2009 from http://www.aamt.edu.au
4. Australian Curriculum, Assessment and Reporting Authority (ACARA). National Assessment Program-Literacy and Numeracy. Retrieved August 3, 2010, from www.naplan.edu.au
5. Casey, B. M., Andrews, N., Schindler, H., Kersh, J. E., & Alexandra, S. (2008). The development of spatial skills through interventions involving block building activities. Cognition and Instruction, 26(3), 269-309.
6. Casey, B. M., Kersh, J. E., & Mercer Young, J. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly: Special Issue on Mathematics and Science, 19(1), 167-172.
7. Cengiz, N., & Grant, T. J. (2009). Children generate their own representations. Teaching Children Mathematics, 15(7), 438-444.
8. Clarke, B., Clarke, D., & Cheesman, J. (2006). The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal, 18(1), 78-103.
9. Curriculum Corporation. (2009). Statements of Learning for Mathematics (2008) and Statements of Learning for Science (2008). Retrieved August 2, 2010, from http://www.curriculum.edu.au/ccite/default.asp?id+17706
10. Cursio, F. R., & Folkson, S. (1996). Exploring data: Kindergarten children do it their way. Teaching Children Mathematics, 2(6), 382-385.
11. diSessa, A., Hammer, D., Sherin, B., & Kolpakowski, T. (1991). Inventing graphing: Metarepresentational expertise in children. Journal of Mathematical Behavior, 10(1), 117-160.
12. Doerr, H. M., & Tripp, J. S. (1999). Understanding how students develop mathematical models. Mathematical Thinking and Learning, 1(3), 231-254.
13. English, L. D. (2003a). Mathematical modelling with young learners. In S. J. Lamon, W. A. Parker, & S. K. Houston (Eds.), Mathematical modelling: A way of life (pp. 3- 18). Chichester, UK: Horwood.
14. English, L. D. (2003b). Reconciling theory, research, and practice: A models and modelling perspective. Educational Studies in Mathematics, 54(2/3), 225-248.
15. English, L. D. (2008). Introducing complex systems into the mathematics curriculum. Teaching Children Mathematics, 15(1), 38-47.
16. English, L. D., & Halford, G. S. (1995). Mathematics education: Models and processes. Mahwah, NJ: Lawrence Erlbaum.
17. English, L. D., & Watters, J. J. (2005). Mathematical modelling in third-grade classrooms. Mathematics Education Research Journal, 16(3), 59-80.
18. Franklin, C. A., & Garfield, J. (2006). The GAISE project: Developing statistics education guidelines for grades pre-K-12 and college courses. In G. Burrill & P. Elliott (Eds.), Thinking and reasoning with data and chance (68th Yearbook, pp. 345- 376). Reston, VA: National Council of Teachers of Mathematics.
19. Gravemeijer, K. (1999). How emergent models may foster the construction of formal mathematics. Mathematical Thinking and Learning, 1(2), 155-177.
20. Greer, B. (1997). Modeling reality in mathematics classroom: The case of word problems. Learning and Instruction, 7(4), 293-307.
21. Greer, B., Verschaffel, L., & Mukhopadhyay, S. (2007). Modelling for life: Mathematics and children's experience. In W. Blum, W. Henn, & M. Niss (Eds.), Applications and modelling in mathematics education (ICMI Study 14, pp. 89-98). Dordrecht: Kluwer.
22. Hamilton, E. (2007). What changes are needed in the kind of problem solving situations where mathematical thinking is needed beyond school? In R. Lesh, E. Hamilton, & J. Kaput (Eds.), Foundations for the future in mathematics education (pp. 1-6). Mahwah, NJ: Lawrence Erlbaum.
23. Hanner, S., James. E., & Rohlfing, M. (2002). Classification models across grades. In R. Lehrer, & L. Schauble (Eds.), Investigating real data in the classroom (pp. 99-117). New York: Teachers College Press.
24. Hurst, B. (2008). Look after your planet. London: Puffin.
25. Hutchison, L., Ellsworth, J., & Yovich, S. (2000). Third-grade students investigate and represent data. Early Childhood Education Journal, 27(4), 213-218.
26. Langrall, C., Nisbet, S., Mooney, E., & Jones, G. (2008). Elementary students' access to powerful mathematical ideas. In L. D. English (Ed.), Handbook of international research in mathematics education (2nd ed.) (pp. 109-135). New York: Routledge.
27. Leavy, A. (2007). An examination of the role of statistical investigation in supporting the development of young children's statistical reasoning. In O. Saracho & B. Spodek (Eds.), Contemporary perspectives on mathematics in early childhood education (pp. 215-232). Charlotte, NC: Information Age Publishing
28. Lehrer, R., & Lesh, R. (2003) Mathematical Learning. In W. Reynolds & G. Miller (Eds.) Comprehensive handbook of psychology (Vol. 7, pp. 357-390). New York: John Wiley.
29. Lehrer, R., & Romberg, T. (1996). Exploring children's data modeling. Cognition and Instruction, 14(1), 69-108.
30. Lehrer, R., & Schauble, L. (2000). Inventing data structures for representational purposes: Elementary grade students' classification models. Mathematical Thinking and Learning, 2(1/2), 51-74.
31. Lehrer, R., & Schauble, L. (2003). Origins and evolution of model-based reasoning in mathematics and science. In R. A. Lesh, & H. M. Doerr (Eds.). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 59-70). Mahwah, NJ: Lawrence Erlbaum.
32. Lehrer, R., & Schauble, L. (2005). Developing modeling and argument in the elementary grades. In T. Romberg, T. Carpenter & F. Dremock (Eds.), Understanding mathematics and science matters (pp. 29-53). Mahwah, NJ: Lawrence Erlbaum.
33. Lehrer, R., & Schauble, L. (2006). Cultivating model-based reasoning in science education. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 371-386). New York: Cambridge University Press.
34. Lehrer, R., & Schauble, L. (2007). Contrasting emerging conceptions of distribution in contexts of error and natural variation. In M. C. Lovett & P. Shah (Eds.), Thinking with data (pp. 149-176). New York: Taylor & Francis.
35. Lesh, R., & Doerr, H. (2003). Foundation of a models and modeling perspective on mathematics teaching and learning. In R. A. Lesh & H. Doerr (Eds.), Beyond constructivism: A models and modeling perspective on mathematics teaching, learning, and problem solving (pp. 9-34). Mahwah, NJ: Lawrence Erlbaum.
36. Lesh, R. & English, L. D. (2005). Trends in the evolution of models & modeling perspectives on mathematical learning and problem solving. ZDM-The International Journal on Mathematics Education, 37(6), 487-489.
37. Lesh, R. A., & Kelly, A. E. (2000). Multi-tiered teaching experiments. In R. A. Lesh & A. Kelly (Eds.), Handbook of research design in mathematics and science education (pp. 197-230). Hillsdale, NJ: Lawrence Erlbaum.
38. Lesh, R., & Lehrer, R. (2000). Iterative refinement cycles for videotape analyses of conceptual change. In R. Lesh & A. Kelly (Eds.), Research design in mathematics and science education (pp. 665-708). Hillsdale, NJ: Lawrence Erlbaum.
39. Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. Lester (Ed.), The second handbook of research on mathematics teaching and learning (pp. 763-804). Charlotte, NC: Information Age Publishing.
40. Olson, D. R. (1994). The world on paper. Cambridge, UK: Cambridge University Press.
41. Perry, B., & Dockett, S. (2008). Young children's access to powerful mathematical ideas. In L. D. English (Ed.), Handbook of international research in mathematics education (2nd ed.) (pp. 75-108). New York: Routledge.
42. National Council of Teachers of Mathematics. (2006). Curriculum focal points. Retrieved October 20, 2008, from http://www.nctm.org/standards/content.aspx?id=270.
43. Romberg, T. A., Carpenter, T. P., & Kwako, J. (2005). Standards-based reform and teaching for understanding. In T. A. Romberg, T. P. Carpenter, & F. Dremock (Eds.), Understanding mathematics and science matters (pp. 3-26). Mahwah, NJ: Lawrence Erlbaum.
44. Russell, S. J. (1991). Counting noses and scary things: Children construct their ideas about data. In D. Vere-Jones (Ed.), Proceedings of the Third International Conference on the Teaching of Statistics (pp. 158-164). University of Otago: Dunedin, NZ.
45. Stillman, G., Brown, J., & Galbraith, P. (2008). Research into the teaching and learning of applications and modelling in Australia. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W. Seah, & P. Sullivan (Eds.), Research in mathematics education in Australasia, 2004-2007 (pp. 141-164). Rotterdam, The Netherlands: Sense Publishers.
46. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Ground theory procedures and techniques. CA: Sage.
47. Van den Heuvel-Panhuzen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(2/3), 9-35.
48. Watson, J. (2006). Statistical literacy at school: Growth and goals. Mahwah, NJ: Lawrence Erlbaum.
49. Zawojewski, J. (2010). Problem solving versus modeling. In R. Lesh, P. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students' mathematical modeling competencies: ICTMA 13 (pp. 237-244). New York: Springer.