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A

portfolio of effective pedagogies, literature



and sequential learning activities that are related

to the topic of statistics in grade 5


































Makayla Proverbs
S00127189
Assessment 2
EDMA360

Table of Contents
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Literature Review










Statistics and probability are seen in various contexts throughout daily life and
are highly important within childrens education. The national curriculum
recognises the need of statistics and probability and has significantly increased
the emphasis on chance and data not only to provide children with
mathematical processes and understanding requiredbut also to build up an
intuitive awareness of the ideas and results that will increasingly influence
students lives (Booker, Bond, Briggs, Davey, & Lovitt, 1997). Watson (2007)
explains that the curriculum is based on steps in typical statistical investigation,
which includes data collection, data representation (e.g., production of tables or
graphs), data reduction (e.g., finding means or ranges), and drawing inferences .
Literature regarding the three topics of key understandings and concepts, key
strategies, skills and ways of thinking and working, and effective teaching
strategies for the topic of statistics have been discussed and analysed in order to
enhance the creation of related learning experiences.
Key Understandings/Concepts/Ideas of Statistics
The key understandings, concepts and ideas that students are required to learn
about statistics more specifically, involve gaining an understanding of collecting,
processing and interpreting data (Department of Education and training of
Western Australia (DETWA), 2005). Haylock (2010) expands on this through
four stages of handling statistical data, which include collecting it, organizing it,
representing it and interpreting it. Children need to have experiences with these
concepts so that statistics doesnt become a formidable concept (Bamberger,
Oberdorf, & Schultz-Ferrell, 2010).

Booker, Bond, Briggs, Davey and Lovitt (1997) also attempt to categorise the key
understandings within statistics. They discuss two main ideas: data handling and
data analysis. They explain that data handling is about collecting, organising,
summarising and presenting data for ease of communication and interpretation
(Booker, Bond, Briggs, Davey, & Lovitt, 1997). Within this students are using
skills like counting and measuring for data collection, sorting and classifying
when organizing data and representing data through pictures, graphs, tables and
charts (Booker, Bond, Briggs, Davey, & Lovitt, 1997). It is also important to
understand that when children are sorting they do so in quantative ways and
when they want to represent a set of data they may assume that they can choose
randomly from the list of data (Bamberger, Oberdorf, & Schultz-Ferrell, 2010).

Data analysis, or statistical inference is the second concept discussed by Booker,


Bond, Briggs, Davey and Lovitt (1997) and relates to dealing with drawing
conclusions and making predictions based on data through describing,
summarising, comparing and identifying relationships. Looking for patterns and
attempting to understand what they mean are required within data analysis and
discussion and reflection on the meaning of the data is central (Booker, Bond,
Briggs, Davey, & Lovitt, 1997).

Watson (2007) also discusses the importance of the idea of variation within key
understandings. This relates to an understanding that variation occurs for
different reasons in different mathematical contexts or that data varies because
not everything is the same (Watson, 2007). They also discuss the idea of
expectation, which involves what students expect to be the result within
statistical data investigations however students understand variation much
earlier than the idea of expectation (Watson, 2007).
Other misconceptions within these key understandings are said to include the
assumption that displays are interchangeable which leads to inaccurate
graphical representations (Bamberger, Oberdorf, & Schultz-Ferrell, 2010). It is
also important to note that language associated with these concepts is abstract to
children in early education however through learning about statistics and
probability students are able to make practical, informed decisions based on
data in later years (Bamberger, Oberdorf, & Schultz-Ferrell, 2010).
Key Strategies, Skills and Ways of Thinking and Working within Statistics
The key strategies, skills and ways of thinking and working mathematically allow
students to engage with the key understandings and concepts. Baratta-Lorton
(1995) explains that through activities regarding statistics students learn skills
to think analytically and to express their thoughts. Other key skills include
using information to make decisions, judgements and interpretations, which are
becoming increasingly important in a world where statistics, rather than simple
computations, are used to determine outcomes (Booker, Bond, Briggs, Davey, &
Lovitt, 1997).

In relation to Watsons (2007) concepts of variation and expectation and their
relationship to each other and the process of statistical investigation these key
skills are developed through the following stages:
intuition about variation
intuition about expectation
measures of expectations (eg. means and probabilities)
measures of variation (eg. standard deviation)
(Watson, 2007)

Bamberger, Oberdorf & Schultz-Ferrell (2010) explains that within the concept
of data analysis students are able to formulate responses to initial questions that
are being explored. It requires them to reveal the nature of tendencies of the
data in order to best explain the overall meaning (Bamberger, Oberdorf, &
Schultz-Ferrell, 2010). The ideas from Watson and Bamberger, Oberdorf and
Shultz-Ferrell explain the skills used through the key concepts required in

learning of statistics. Students are gaining skills to better understand concepts of


variation and expectation and data analysis associated to perception and
measurement of data and for creating meaning of data representations and
investigation questions.

Key teaching strategies for teaching statistics
In regards to teaching key concepts, skills and strategies for the learning of
statistics, students need to gain understanding through purposeful experiences
within appropriate contexts. Haylock (2010) supports that children need to
learn how to collect data as part of a purposeful enquiry. This means that
students will gain better understanding through investigations involving data
inquiry.

Booker, Bond, Briggs, Davey and Lovitt (1997) explain that students need to
have experiences and discussions regarding realistic activities from the early
years, for assistance with refining and extending understandings of data in
order to make better sense of their everyday experiences. This strategy allows
students to gain understanding through real-life situations that make meaning
and purpose for the mathematics involved. Through providing contextually
based data experiences, students are not presented with abstract pure
mathematics which drives learning in context by students interests (Booker,
Bond, Briggs, Davey, & Lovitt, 1997). This is also an opportunity for educators to
challenge and investigate student predictions (Booker, Bond, Briggs, Davey, &
Lovitt, 1997) so that students can learn to formulate questions, organise and
display data in a more meaningful way (Bamberger, Oberdorf, & Schultz-Ferrell,
2010).

Research articles support introducing applications of probability and statistics
in non-mathematical contexts to motivate students with limited initial interests
in mathematics to become increasingly familiar with important mathematical
tools (Sahai & Reesal, 1992). Articles recognise that an important feature of
statistical understanding is students ability to relate data back to a real situation
(Kanold & Higgins, 1999). Therefore an important teaching strategy is providing
students with the opportunity to collect and display data with specific intent,
not simply to graph data for the sake of making a graph (Bamberger, Oberdorf,
& Schultz-Ferrell, 2010). Research done by Garfield (1994) demonstrates that a
lot of students have a positive attitude towards learning probability and
statistics. This research also supports the idea of using chance and data in
context, as students who do not use statistical techniques to solve problems of
real interest to them may believe that they do not need to know how to do them
in the future, resulting in a lack of appreciation for their value.

It is also important that educators guide students to recognise the importance of
accuracy and consistency when working with data. DETWA (2005) explains that
educators need to teach students that they cannot add personal knowledge to
data or recreate circumstances that produced the data but that the data stands
alone and has to be good enough to represent features of objects, events and
experiences that are no longer there. Booker, Bond, Briggs, Davey and Lovitt
(1997) explains that we also need to teach students to be aware of what graphs

or tables dont tell us or when there is ambiguity or uncertainty so that they are
able to build awareness of the possibilities and pitfalls in data collected by
others.

There is a need for students to have opportunities to make decisions
individually and collaboratively (DETWA, 2005) through activities involving
informal comparing, classifying and counting which provide the mathematical
beginnings for development of understanding of data, analysis of data and
statistics (National Council of Teachers of Mathematics, 2000). Technology is
also an effective tool in a mathematics classroom.

When using technology in the classroom, educators should use it to enhance
learning at every opportunity (Booker, Bond, Briggs, Davey, & Lovitt, 1997).
When we integrate ICTs into our teaching and learning experiences there are
many advantages, some of which include emphasis on active learning,
enrichment of collaborative learning, encouragement of greater students
independence and task-based teaching (Nchimunya & Langstone, 2016). These
strategies provide educators with tools for teaching the concepts,
understandings, ideas and skills, strategies and ways of thinking and working
within the topic of statistics.























Discussion of Recommendations for Effective Pedagogies








As explained in the literature review, the Australian curriculum has a
considerable focus on statistics and probability, which caters for its importance
within various contexts of daily life. Booker, Bond, Briggs, Davey and Lovitt
(1997) discussed that we need to teach these concepts to provide children with
mathematical process and understanding that is required. The curriculum for
grade 5 mathematics under the probability and statistics strand outlines the two
main concepts of chance and data. As summarized in the literature review, the
data concepts relate to posing questions, collecting data, taking surveys,
constructing displays and describing or interpreting the information. The
Australian curriculum is aligned with these key concepts through their data
representation and interpretation content descriptors, which include:
Pose questions and collect categorical or numerical data by observation
or survey(ACMSP118)
Construct displays, including column graphs, dot plots and tables,
appropriate for data type, with and without the use of digital
technologies (ACMSP119)
Describe and interpret different data sets in context (ACMSP120)
(Australian Curriculum, Assessment Reporting Authority (ACARA), 2014)
These content descriptors form the learning outcomes for students when
planning units under statistics and data. The key terminology used within these
descriptors reflect those discussed in the literature review and include posing
questions, collecting data, conducting surveys, constructing displays and
describing and interpreting data. It is also relevant to highlight the reference to
technology, as discussed in the literature review, technology can assist and
enhance understanding of the topic of statistics through providing ways in which
we can represent and work with data (Nchimunya & Langstone, 2016).

In regards to effective pedagogies it is recommended that the student knowledge
is the focus of planning alongside the Australian Curriculum, to ensure
development of statistical understanding. ACARA (2009) explains that when
teaching statistics and probability it is not enough to construct or summarise
data, it is important to represent, interpret and analyse it. This reflects Booker,
Bond, Briggs, Davey and Lovitts (1997) statement that discussion and reflection
on the meaning of data is central and it assists in building the key skills and
strategies when working with data.

The misconceptions discussed in the literature review by Bamberger, Oberdorf
and Schultz-Ferrell (2010) are not outlined anywhere in the Australian
Curriculum. It is recommended that to effectively teach statistics and gain full

understanding by students, that educators conduct further research into the


misconceptions that their students may face. They are important to the
development of their ideas regarding the key concepts and skills. It could also be
beneficial to do further research on the ways in which we can teach students
about accuracy and consistency when working with data, which was highlighted
by the Department of Education and Training of Western Australia (2005). These
are highly important within teaching how to represent data as it can lead to
misleading information. Through the use of the Australian Curriculum
documents and teaching strategies discussed in the literature review, educators
can cover the key concepts, understandings, skills and ways of thinking/working
within their statistics units.





































Series of 5 Sequential Learning Activities









Sequence:

Lesson 1:
o Engage
Willy Wonkas Letter

Lesson 2:
o Explore
10 Magnificent Ingredients

Lesson 3:
o Explain
Advertise and Vote

Lesson 4:
o Elaborate
Collect and Represent

Lesson 5:
o Evaluate
Discuss the Result

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