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An investigation of elementary and m...

Leavy, Aisling.

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An investigation of elementary and middle school students' understanding of distribution.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An investigation of elementary and middle school students' understanding of distribution./
Author:	Leavy, Aisling.
Description:	260 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0500.
Contained By:	Dissertation Abstracts International62-02A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004122
ISBN:	0493132074

An investigation of elementary and middle school students' understanding of distribution.
Leavy, Aisling.

An investigation of elementary and middle school students' understanding of distribution. - 260 p.

Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0500.

Thesis (Ph.D.)--Arizona State University, 2001.

The principal objective of this research was to gain insight into the development of elementary and middle school students' conceptualizations of distribution. Five 4th to 8th grade students were investigated over the course of an eight-week teaching experiment.

ISBN: 0493132074Subjects--Topical Terms:

1017588
Education, Mathematics.

An investigation of elementary and middle school students' understanding of distribution.
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040 $a UnM $c UnM
100 1 $a Leavy, Aisling. $3 1930745
245 1 3 $a An investigation of elementary and middle school students' understanding of distribution.
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0500.
500 $a Adviser: James A. Middleton.
502 $a Thesis (Ph.D.)--Arizona State University, 2001.
520 $a The principal objective of this research was to gain insight into the development of elementary and middle school students' conceptualizations of distribution. Five 4th to 8th grade students were investigated over the course of an eight-week teaching experiment.
520 $a Teaching experiment methodology was used to uncover a conceptual understanding of the notion of distribution and consisted of a clinical interview phase, teaching phase and analysis phase. Six to eight teaching episodes followed the initial clinical interview and consisted of each student working individually on a variety of model-eliciting activities. These episodes were used to construct models of students' mathematical thinking and guide them to develop more sophisticated ways of reasoning about data.
520 $a Student's decision-making processes were-examined when selecting statistical measures to describe a distribution of data. In this line of inquiry, an attempt was made to ascertain what measures children utilized in describing distributions and how these measures developed and contributed to an understanding of distribution shape and structure. The defining features of student's self-constructed "typical" values and notions of spread were examined in the study. Factors that affected the decisions students made as to what measures of center and spread were appropriate for different distributions were also identified.
520 $a The results indicated that students need experience in constructing data before they can carry out data analysis. Consideration of representativeness was a major factor that motivated modification of approaches to constructing typical values. Measures of typicality fell into one of three classes of values: non representative, partially representative, and representative measures of typicality. Younger students were more likely to employ measures of variability in their descriptions of distribution; however, attempts were made by most students to coordinate typicality and variability. References to 'clumps' or 'clusters' (i.e., modal ranges) represented an intermediate stage of coordinating typicality with variability. A superficial and nonstatistical understanding of the mean was demonstrated. At best, the mean was referred to as some form of 'middle,' with the majority of students possessing only algorithmic knowledge of the mean. Three main factors affected student's conceptualizations of data sets: representational form, nature of the task and students' prior experiences with data.
590 $a School code: 0010.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Teacher Training. $3 783747
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690 $a 0727
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710 2 0 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 62-02A.
790 1 0 $a Middleton, James A., $e advisor
790 $a 0010
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004122