Theorising Links Between Context and Structure to Introduce Powerful Statistical Ideas in the Early Years

Abstract

Recent literature in the early years has emphasised the benefits of introducing children to powerful disciplinary ideas. Powerful ideas in statistics such as variability, aggregate, population, the need for data, data representation and statistical inquiry are generally introduced in the later years of schooling or university and therefore may be considered too difficult for young children. However, at an informal level, these ideas arise in contexts that are accessible to young children. The aim of this chapter is to theorise important relations between children’s contextual experiences and key structures in statistics. It introduces the notion of statistical context–structures, which characterise aspects of contexts that can expose children to important statistical ideas. A classroom case study involving statistical inquiry by children in their first year of schooling (ages 4–5) is included to illustrate characteristics of age-appropriate links between contexts and structures in statistics. Over time, engaging children in significant activities that rely on statistical context–structures can provide children with multiple opportunities to experience statistics as a coherent and purposeful discipline and develop rich networks of informal statistical concepts well before ideas are formalised. For teachers and curriculum writers, statistical context–structures provide a framework to design statistical inquiries that directly address learning intentions and curricular goals.