A Look at the Development of Data Representation and Analysis in Curriculum Focal Points: A Quest for Coherence
| Autor: | Cathy Seeley, Jane F. Schielack |
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| Rok vydání: | 2007 |
| Předmět: | |
| Zdroj: | Mathematics Teaching in the Middle School. 13:208-210 |
| ISSN: | 2328-5486 1072-0839 |
| Popis: | One of the questions often raised with regard to NCTM's Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence is, “Where are data representation and analysis?” In this month's Focal Points feature, we take a look at an area of content—data representation and analysis—that is important enough to warrant a separate strand in Principles and Standards for School Mathematics (NCTM 2000) but that does not appear in the title of a content Focal Point until Grade 8. However, in the Appendix of Curriculum Focal Points, in comparison with Principles and Standards, it is clear that the content of the Data Analysis strand presented in each of the pre- K–2, 3–5, and 6–8 grade bands in the Standards is included in the specific grade-level descriptions in Curriculum Focal Points. Skills for data representation begin in prekindergarten and appear throughout later grades and are presented as connections to the concepts and skills involved in the Geometry and Measurement Focal Points. In Kindergarten through Grade 7, data representation and analysis in the Connections to the Focal Points sections also provide meaningful contexts as students apply their developing knowledge of number and operations. In Grade 8, the analysis of data through descriptive statistics becomes a Focal Point in itself. |
| Databáze: | OpenAIRE |
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