This paper describes students’ developing meta-representational competence, drawn from the second phase of a longitudinal study, Transforming Children’s Mathematical and Scientific Development. A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students’ interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning.
|Title of host publication||Curriculum in focus|
|Subtitle of host publication||research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Judy Anderson, Michael Cavanagh, Anne Prescott|
|Place of Publication||Sydney|
|Number of pages||8|
|Publication status||Published - 2014|
|Event||Annual Conference of the Mathematics Education Research Group of Australasia (37th : 2014) - Sydney|
Duration: 29 Jun 2014 → 3 Jul 2014
|Conference||Annual Conference of the Mathematics Education Research Group of Australasia (37th : 2014)|
|Period||29/06/14 → 3/07/14|
Bibliographical noteCopyright Mathematics Education Research Group of Australasia Incorporated. Original published at http://www.merga.net.au/node/38?year=2014. Version archived for private and non‐commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.merga.net.au
Mulligan, J., & English, L. (2014). Developing young students’ meta-representational competence through integrated mathematics and science investigations. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 493-500). Sydney: MERGA.