Tasks associated to the treatment of tables at elementary school and its level of diffi culty

Soledad Estrella; Arturo Mena-Lorca; Raimundo Olfos

doi:10.1007/978-3-319-23470-0_9

Tasks associated to the treatment of tables at elementary school and its level of diffi culty

Soledad Estrella, Arturo Mena-Lorca, Raimundo Olfos

INSTITUTE OF MATHEMATICS

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

It has been argued that some types of tables should be presented to students who are at least 12 years old. Research has also shown that various types of tables and their interpretations demand different cognitive resources, and that it is relevant to explain that not all tables are the same, and not all students understand in the same way. In 2010, two Chilean studies, referred to pedagogical content knowledge, showed that treatment of tables presents difficulties for teachers and students. This research analyses various tasks associated to the treatment of tables at elementary school and its level of difficulty, according to Curcio's taxonomy.

Original language	English
Title of host publication	The Teaching and Learning of Statistics
Subtitle of host publication	International Perspectives
Publisher	Springer International Publishing
Pages	95-96
Number of pages	2
ISBN (Electronic)	9783319234700
ISBN (Print)	9783319234694
DOIs	https://doi.org/10.1007/978-3-319-23470-0_9
State	Published - 1 Jan 2015

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10.1007/978-3-319-23470-0_9

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Tasks associated to the treatment of tables at elementary school and its level of diffi culty

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