ORCID Profile
0000-0002-0058-6289
Current Organisations
Okayama University
,
Deakin University
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Publisher: Springer Science and Business Media LLC
Date: 31-05-2023
DOI: 10.1007/S13394-023-00454-0
Abstract: This paper illustrates how years 1 and 2 students were guided to engage in data modelling and statistical reasoning through interdisciplinary mathematics and science investigations drawn from an Australian 3-year longitudinal study: Interdisciplinary Mathematics and Science Learning ( imslearning.org/ ). The project developed learning sequences for 12 inquiry-based investigations involving 35 teachers and cohorts of between 25 and 70 students across years 1 through 6. The research used a design-based methodology to develop, implement, and refine a 4-stage pedagogical cycle based on students’ problem posing, data generation, organisation, interpretation, and reasoning about data. Across the stages of the IMS cycle, students generated increasingly sophisticated representations of data and made decisions about whether these supported their explanations, claims about, and solutions to scientific problems. The teacher’s role in supporting students’ statistical reasoning was analysed across two learning sequences: Ecology in year 1 and Paper Helicopters in year 2 involving the same cohort of students. An explicit focus on data modelling and meta-representational practices enabled the year 1 students to form statistical ideas, such as distribution, s ling, and aggregation, and to construct a range of data representations. In year 2, students engaged in tasks that focused on ordering and aggregating data, measures of central tendency, inferential reasoning, and, in some cases, informal ideas of variability. The study explores how a representation-focused interdisciplinary pedagogy can support the development of data modelling and statistical thinking from an early age.
Publisher: Informa UK Limited
Date: 20-03-2023
Publisher: Oxford University Press (OUP)
Date: 31-10-2017
DOI: 10.1104/PP.17.01346
Publisher: Informa UK Limited
Date: 05-07-2021
Publisher: Wiley
Date: 26-12-2019
DOI: 10.1111/TPJ.14617
Publisher: Informa UK Limited
Date: 11-03-2019
Publisher: Springer Science and Business Media LLC
Date: 18-05-2022
DOI: 10.1007/S10763-022-10284-4
Abstract: Growing research evidence indicates student learning gains from guided representation construction/invention in school science and mathematics. In this inquiry approach, students address challenges around what features of a phenomenon roblem to attend to, what data to collect, how and why, and make collective judgments about multimodal accounts of phenomena. However, researchers to date have tended to focus on student learning rather than on the teacher’s role in guiding various phases of inquiry. In this paper we report on (a) analysis of Grade 1 students’ engagement in interdisciplinary mathematics and science inquiry practices in a classroom sequence in ecology (b) the teacher’s role in guiding such inquiry and (c) interpretation of these practices in terms of support of student transduction (connecting and remaking meanings across representations in different modes). Data from our study included video capture of two case study teachers’ guidance of tasks and classroom discussion and student artefacts. We examine the classroom processes through which the teachers used students’ invention and revision of data displays to teach the concepts of living things, ersity, distribution and adaptive features related to habitat in science. Mathematical processes included constructing and interpreting mapping, measurement and data modelling, s ling and using a scale. The analysis offers fresh insights into how teachers support student learning in these two subjects, through discrete stages of orienting, representation challenge, building consensus and applying and extending representational systems.
No related grants have been discovered for Melinda Kirk.