The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports…

In this work, we discuss the importance of underlying theoretical assumptions in research, focusing on the conclusions reached when analyzing data from a misconceptions constructivist (stable, unitary) perspective in contrast to a fine-grained constructivist (resources, knowledge-in-pieces) perspective. Both frameworks are rooted in the idea that…

Describes a study of second graders that was conducted to investigate the use of microcomputer-based software to teach line graph production and interpretation. Abstract concepts between time and distance relationships are discussed, and transfer of skills to other types of graphs on paper are examined. (LRW)

As part of an investigation of the effectiveness of a microcomputer-based laboratory (MBL) activity in developing students' graphing skills, this study was specifically designed to examine the differences between females and males in both performance on graphing tasks and on their attitudes to graphs and graph-based activities. Results based on a…

A 3-year study was conducted to determine the logical reasoning processes necessary to construct line graphs. Responses obtained from middle and high school science and mathematics students were classified into one of nine categories. These categories ranged from "no attempt to make a graph" to "complete graph with a statement of a…

Cognitive science research offers hope for the development of innovative science teaching strategies that facilitate the development of optimally interconnected procedural and declarative knowledge networks. Improving students' neural networks should improve their abilities to think critically, reason logically, learn more efficiently, and solve…