Statistics in Early Childhood Education: recommendations prior to data representation

Detalhes bibliográficos
Autor(a) principal: Alsina, Angel
Data de Publicação: 2021
Outros Autores: Salgado, María, Guamba, Ximena Toalongo, Zambrano, César Trelles
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Investigação e Divulgação em Educação Matemática
Texto Completo: https://periodicos.ufjf.br/index.php/ridema/article/view/34513
Resumo: The first part of this article presents several recommendations for Early Childhood Education teachers about the stages prior to the graphical representation of data: the collection and organization of data through tally and frequency tables. The main characteristics of both content and aesthetics are indicated and, additionally, various types of statistical tables are described following the CPA sequence: Concrete-Pictorial-Abstract. In the second part, the experience "Let's record our weight" is presented and the levels of comprehension of tally and frequency tables of 39 Spanish 5-year-old children are analyzed. The results show evidence mainly of level 1 (reading the data) and level 2 (reading within the data), together with some anomalies and errors in the construction of the tables. It is concluded that the recommendations provided and the results obtained contribute to a better understanding of what early childhood mathematics teachers should do before representing data and, consequently, are a support for their professional development.
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spelling Statistics in Early Childhood Education: recommendations prior to data representationEstadística en Educación Infantil: recomendaciones previas a la representación de datosEstadística en Educación Infantil: recomendaciones previas a la representación de datosTeaching statisticsTally tablesFrequency tablesTeacher professional development; Early Childhood EducationEnseñanza de la estadísticaTablas de recuentoTablas de frecuenciasDesarrollo profesional del profesoradoEducación InfantilEnseñanza de la estadísticaTablas de recuentoTablas de frecuenciasDesarrollo profesional del profesoradoEducación InfantilThe first part of this article presents several recommendations for Early Childhood Education teachers about the stages prior to the graphical representation of data: the collection and organization of data through tally and frequency tables. The main characteristics of both content and aesthetics are indicated and, additionally, various types of statistical tables are described following the CPA sequence: Concrete-Pictorial-Abstract. In the second part, the experience "Let's record our weight" is presented and the levels of comprehension of tally and frequency tables of 39 Spanish 5-year-old children are analyzed. The results show evidence mainly of level 1 (reading the data) and level 2 (reading within the data), together with some anomalies and errors in the construction of the tables. It is concluded that the recommendations provided and the results obtained contribute to a better understanding of what early childhood mathematics teachers should do before representing data and, consequently, are a support for their professional development.En la primera parte de este artículo se presentan diversas recomendaciones para el profesorado de Educación Infantil acerca de las fases previas a la representación gráfica de los datos: la recogida y organización de datos a través de tablas estadísticas de recuento y de frecuencias. Se indican las características principales tanto de contenido como estéticas y, adicionalmente, se describen diversos tipos de tablas siguiendo la secuencia CPA: Concreto-Pictórico-Abstracto. En la segunda parte, se presenta la experiencia “Registramos nuestro peso” y se analizan los niveles de comprensión de las tablas de recuento y de frecuencias de 39 alumnos españoles de 5 años. Los resultados muestran evidencias principalmente del nivel 1 (leer los datos) y del nivel 2 (leer dentro de los datos), junto con algunas anomalías y errores en la construcción de las tablas. Se concluye que las recomendaciones proporcionadas y los resultados obtenidos contribuyen a comprender mejor que debería hacer el profesorado de matemáticas de infantil antes de representar los datos y, en definitiva, son un apoyo para su desarrollo profesional.En la primera parte de este artículo se presentan diversas recomendaciones para el profesorado de Educación Infantil acerca de las fases previas a la representación gráfica de los datos: la recogida y organización de datos a través de tablas estadísticas de recuento y de frecuencias. Se indican las características principales tanto de contenido como estéticas y, adicionalmente, se describen diversos tipos de tablas. En la segunda parte, se presenta la experiencia “Registramos nuestro peso” y se analizan los niveles de comprensión de las tablas de recuento y de frecuencias de 39 alumnos españoles de 5 años. Los resultados muestran evidencias principalmente del nivel 1 (leer los datos) y del nivel 2 (leer dentro de los datos), junto con algunas anomalías y errores en la construcción de las tablas. Se concluye que las recomendaciones proporcionadas y los resultados obtenidos contribuyen a comprender mejor que debería hacer el profesorado de matemáticas de infantil antes de representar los datos y, en definitiva, son un apoyo para su desarrollo profesional.Programa de Pós-Graduação em Educação Matemática2021-10-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufjf.br/index.php/ridema/article/view/3451310.34019/2594-4673.2021.v5.34513Revista de Investigação e Divulgação em Educação Matemática ; v. 5 n. 1 (2021): Janeiro-Dezembro2594-4673reponame:Revista de Investigação e Divulgação em Educação Matemáticainstname:Universidade Federal de Juiz de Fora (UFJF)instacron:UFJFporhttps://periodicos.ufjf.br/index.php/ridema/article/view/34513/23529Copyright (c) 2021 Revista de Investigação e Divulgação em Educação Matemática info:eu-repo/semantics/openAccessAlsina, AngelSalgado, María Guamba, Ximena Toalongo Zambrano, César Trelles2021-09-02T00:56:14Zoai:periodicos.ufjf.br:article/34513Revistahttps://periodicos.ufjf.br/index.php/ridema/indexPUBhttps://periodicos.ufjf.br/index.php/ridema/oairevista.ridema@gmail.com||2594-46732594-4673opendoar:2021-09-02T00:56:14Revista de Investigação e Divulgação em Educação Matemática - Universidade Federal de Juiz de Fora (UFJF)false
dc.title.none.fl_str_mv Statistics in Early Childhood Education: recommendations prior to data representation
Estadística en Educación Infantil: recomendaciones previas a la representación de datos
Estadística en Educación Infantil: recomendaciones previas a la representación de datos
title Statistics in Early Childhood Education: recommendations prior to data representation
spellingShingle Statistics in Early Childhood Education: recommendations prior to data representation
Alsina, Angel
Teaching statistics
Tally tables
Frequency tables
Teacher professional development; Early Childhood Education
Enseñanza de la estadística
Tablas de recuento
Tablas de frecuencias
Desarrollo profesional del profesorado
Educación Infantil
Enseñanza de la estadística
Tablas de recuento
Tablas de frecuencias
Desarrollo profesional del profesorado
Educación Infantil
title_short Statistics in Early Childhood Education: recommendations prior to data representation
title_full Statistics in Early Childhood Education: recommendations prior to data representation
title_fullStr Statistics in Early Childhood Education: recommendations prior to data representation
title_full_unstemmed Statistics in Early Childhood Education: recommendations prior to data representation
title_sort Statistics in Early Childhood Education: recommendations prior to data representation
author Alsina, Angel
author_facet Alsina, Angel
Salgado, María
Guamba, Ximena Toalongo
Zambrano, César Trelles
author_role author
author2 Salgado, María
Guamba, Ximena Toalongo
Zambrano, César Trelles
author2_role author
author
author
dc.contributor.author.fl_str_mv Alsina, Angel
Salgado, María
Guamba, Ximena Toalongo
Zambrano, César Trelles
dc.subject.por.fl_str_mv Teaching statistics
Tally tables
Frequency tables
Teacher professional development; Early Childhood Education
Enseñanza de la estadística
Tablas de recuento
Tablas de frecuencias
Desarrollo profesional del profesorado
Educación Infantil
Enseñanza de la estadística
Tablas de recuento
Tablas de frecuencias
Desarrollo profesional del profesorado
Educación Infantil
topic Teaching statistics
Tally tables
Frequency tables
Teacher professional development; Early Childhood Education
Enseñanza de la estadística
Tablas de recuento
Tablas de frecuencias
Desarrollo profesional del profesorado
Educación Infantil
Enseñanza de la estadística
Tablas de recuento
Tablas de frecuencias
Desarrollo profesional del profesorado
Educación Infantil
description The first part of this article presents several recommendations for Early Childhood Education teachers about the stages prior to the graphical representation of data: the collection and organization of data through tally and frequency tables. The main characteristics of both content and aesthetics are indicated and, additionally, various types of statistical tables are described following the CPA sequence: Concrete-Pictorial-Abstract. In the second part, the experience "Let's record our weight" is presented and the levels of comprehension of tally and frequency tables of 39 Spanish 5-year-old children are analyzed. The results show evidence mainly of level 1 (reading the data) and level 2 (reading within the data), together with some anomalies and errors in the construction of the tables. It is concluded that the recommendations provided and the results obtained contribute to a better understanding of what early childhood mathematics teachers should do before representing data and, consequently, are a support for their professional development.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufjf.br/index.php/ridema/article/view/34513
10.34019/2594-4673.2021.v5.34513
url https://periodicos.ufjf.br/index.php/ridema/article/view/34513
identifier_str_mv 10.34019/2594-4673.2021.v5.34513
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufjf.br/index.php/ridema/article/view/34513/23529
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista de Investigação e Divulgação em Educação Matemática
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista de Investigação e Divulgação em Educação Matemática
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Educação Matemática
publisher.none.fl_str_mv Programa de Pós-Graduação em Educação Matemática
dc.source.none.fl_str_mv Revista de Investigação e Divulgação em Educação Matemática ; v. 5 n. 1 (2021): Janeiro-Dezembro
2594-4673
reponame:Revista de Investigação e Divulgação em Educação Matemática
instname:Universidade Federal de Juiz de Fora (UFJF)
instacron:UFJF
instname_str Universidade Federal de Juiz de Fora (UFJF)
instacron_str UFJF
institution UFJF
reponame_str Revista de Investigação e Divulgação em Educação Matemática
collection Revista de Investigação e Divulgação em Educação Matemática
repository.name.fl_str_mv Revista de Investigação e Divulgação em Educação Matemática - Universidade Federal de Juiz de Fora (UFJF)
repository.mail.fl_str_mv revista.ridema@gmail.com||
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