SHOULD YOUNG STUDENTS LEARN ABOUT BOX PLOTS

In this chapter, we explore the challenges of learning about box plots and question the rationale for introducing box plots to middle school students (up to 14 years old). Box plots are very valuable tools for data analysis and for those who know how to interpret them. Research has shown, however, that some of their features make them particularly difficult for young students to use in authentic contexts. These difficulties include: a) box plots generally do not allow perceiving individual cases; b) box plots operate differently than other displays students encounter; c) the median is not as intuitive to students as we once suspected; d) quartiles divide the data into groups in ways that few students (or even teachers) really understand. We recommend that educators consider these features as they determine whether, how, and when to introduce box plots to students.

[1]  Susan Jo Russell,et al.  Children's Concepts of Average and Representativeness. , 1995 .

[2]  Rolf Biehler.  14. STUDENTS' DIFFICULTIES IN PRACTICING COMPUTER-SUPPORTED DATA ANALYSIS: SOME HYPOTHETICAL GENERALIZATIONS FROM RESULTS OF TWO EXPLORATORY STUDIES , 1998 .

[3]  Arthur Bakker,et al.  Design research in statistics education : on symbolizing and computer tools , 2004 .

[4]  Paul Cobb,et al.  Learning About Statistical Covariation , 2003 .

[5]  Frances R. Curcio,et al.  Learning mathematics for a new century : 2000 yearbook , 2000 .

[6]  J. Tukey,et al.  Variations of Box Plots , 1978 .

[7]  Alexander Pollatsek,et al.  STUDENTS' USE OF MODAL CLUMPS TO SUMMARIZE DATA , 2002 .

[8]  C. KONOLD,et al.  STUDENTS ANALYZING DATA : RESEARCH OF CRITICAL BARRIERS , 1998 .

[9]  M. Braga,et al.  Exploratory Data Analysis , 2018, Encyclopedia of Social Network Analysis and Mining. 2nd Ed..

[10]  Rolf Biehler.  Interrelated learning and working environments for supporting the use of computer tools in introductory classes , 2003 .

[11]  D. S. Moore,et al.  Mathematics, statistics, and teaching , 1997 .

[12]  James J. Kaput,et al.  Authentic Inquiry With Data: Critical Barriers to Classroom Implementation , 1992 .

[13]  H. A. David.  Early sample measures of variability , 1998 .

[14]  J. E. Freund,et al.  A New Look at Quartiles of Ungrouped Data , 1987 .

[15]  Dani Ben-Zvi,et al.  Junior high school students' construction of global views of data and data representations , 2001 .

[16]  최영한,et al.  미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론 , 2002 .

[17]  D. Schifter,et al.  A research companion to Principles and standards for school mathematics , 2003 .

[18]  Kari Augustine.  Mystery Three, Find It, and Treasure Hunt , 2006 .

[19]  Arthur Bakker,et al.  LEARNING TO REASON ABOUT DISTRIBUTION , 2004 .

[20]  F. Mosteller,et al.  Understanding robust and exploratory data analysis , 1985 .

[21]  Christine M. Anderson-Cook.  The Challenge of Developing Statistical Literacy, Reasoning and Thinking , 2006 .

[22]  A. Su,et al.  The National Council of Teachers of Mathematics , 1932, The Mathematical Gazette.

[23]  Joan Garfield,et al.  The challenge of developing statistical literacy, reasoning and thinking , 2004 .