Early statistics: Introducing informal inferential reasoning through storytelling-based learning task in grades 1-3
DOI:
https://doi.org/10.52041/iase25.150Abstract
This study presents part of a hypothetical learning trajectory designed to introduce inferential reasoning, support, and expand emerging understanding of statistical concepts in grades 1 to 3 (n=59). Through a design-based research approach, a playful activity was designed and implemented based on a pirate story involving gold pearls, allowing children to construct, analyze, and refine data models in scenarios of uncertainty. Students worked in teams with assigned roles (counter, recorder, and shaker) to collect and record data. In whole-class dialogues guided by the teacher, students completed three dot plots, visualized sample variability, and made inferences about the distribution of the pearls. The results show that children can develop key notions such as randomness, empirical sample variation, and maximum sample frequency by interacting with data and comparisons of groups. This study provides evidence of how the children complete data modeling tasks, articulate mathematical and statistical concepts, and make informal inferences.References
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