Variation and Expectation for Six-Year-Olds
Variation and Expectation for Six-Year-Olds
复制标题
六岁孩子的变化和期望
DOI：
10.1007/978-981-13-1044-7_4
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发表时间：
2018
影响因子：
1.8
通讯作者：
Jane Watson
中科院分区：
文献类型：
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作者：
Jane Watson
沃森（2005）声称，与传统的学校课程引入顺序相反，在学校课程中，与期望相关的测量（例如平均值）在与变化相关的测量（例如标准差）之前引入多年，儿童开始发展变化的概念，而不是期望。本研究探讨了原始的理解这两个想法的7个6岁的孩子，因为他们通过四个采访协议设计的年龄较大的学生。实验方案包括从一个装有100个棒棒糖的容器中抽取10个棒棒糖，其中50个是红色的;用混凝土材料制作一个象形图，显示一些孩子读了多少本书;从一个可移动的条形图中解释孩子如何上学;解释他们所在城市的每日最高气温。然后，这些背景被用来要求学生做出预测，例如10个红色棒棒糖的数量，谁最想要一本书作为圣诞礼物，一个新的孩子将如何上学，以及一年中的最高温度。在整个情境中，学生被要求创建或操作信息（数据）的表示。在任何时候都没有“变异”，“期望”，或“数据”与孩子们一起使用。视频，成绩单，和书面文物进行了分析，以证明理解的两个概念的数据。对变化的欣赏的证据比对期望的欣赏的证据更频繁地发生。
Watson (2005) made the claim that contrary to the traditional order of introduction in the school curriculum, where measures associated with expectation (e.g. mean) were introduced years before measures associated with variation (e.g. standard deviation), children began to develop the concept of variation before that of expectation. This study explores the primitive understanding of the two ideas by seven 6-year-olds as they worked through four interview protocols devised for older students. The protocols included drawing ten lollies from a container of 100, 50 of which were red, creating a pictograph from concrete materials to show how many books some children had read; interpreting from a movable bar chart with information on how children travel to school; and explaining maximum daily temperatures for their city. These contexts were then used to ask the students to make predictions, for example related to the number of red lollies out of 10, who would most want a book for Christmas, how a new child would come to school, and the highest maximum temperature for a year. Across the contexts, students were asked to create or manipulate representations of information (data). At no time were the words “variation”, “expectation”, or “data” used with the children. Videos, transcripts, and written artefacts were analysed to document demonstration of understanding of the two concepts in relation to data. Evidence of appreciation of variation occurred much more frequently than evidence of appreciation of expectation.