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Zbiek, R M; Yao, X; McCloskey, A; Arbaugh, F
(Ed.)
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Zbiek, RM; Yao, X; McCloskey, A; Arbaugh, F (Ed.)Engaging with authentic data across all steps of the data investigation process – including collecting, processing, exploring, and visualizing data – is a critical skill set to build in K-12 students. Understanding the challenges students encounter throughout this process is key to offering instructional support to deepen their understanding and prepare students for navigating a data-rich world. Results from a pre-post instructional Data Assessment survey (n=202 from 7 classrooms) along with follow-up interviews (n=13) indicate students who have experience working with sensors appear to have a better approach to processing data. However, choosing the appropriate visualization for a given dataset poses challenges to students across classrooms.more » « less
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Zbiek, RM; Yao, X; McCloskey, A; Arbaugh, F (Ed.)Capturing the development of spatial reasoning is an important goal for researchers in early childhood mathematics, but few existing measures attend to young children’s spatial intuition as they attempt to solve problems. This brief report describes the development of a novel measure of spatial reasoning. We describe design principles, the piloting process, and early findings from its use with 67 preschool children aged 37-56 months.more » « less
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Zbiek, R; Yao, X; McCloskey, A; Arbaugh, F (Ed.)Capturing the development of spatial reasoning is an important goal for researchers in early childhood mathematics, but few existing measures attend to young children’s spatial intuition as they attempt to solve problems. This brief report describes the development of a novel measure of spatial reasoning. We describe design principles, the piloting process, and early findings from its use with 67 preschool children aged 37-56 months.more » « less
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Zbiek, RM; Yao, X; McCloskey, A; Arbaugh, F (Ed.)Young children’s counting is typically assessed in terms of its correctness using simple, narrow tasks (e.g., oral counting, counting small sets of objects, or counting sets of images on paper). However, recent work suggests attending to preschoolers’ counting in the context of more challenging tasks (e.g., sets of objects greater than 20) can reveal understanding not captured by common measures. In this study we report on an assessment of early numbers that included both common and challenging measures of young children’s counting.more » « less
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Zbiek, R; Yao, X; McCloskey, A; Arbaugh, F (Ed.)Young children’s counting is typically assessed in terms of its correctness using simple, narrow tasks (e.g., oral counting, counting small sets of objects, or counting sets of images on paper). However, recent work suggests attending to preschoolers’ counting in the context of more challenging tasks (e.g., sets of objects greater than 20) can reveal understanding not captured by common measures In this study we report on an assessment of early numbers that included both common and challenging measures of young children’s counting. We conducted 69 counting interviews with preschoolers aged 37-56 months that included counting an unorganized collection of 31 pennies, sets of 4 and 12 bunny erasers, and a set of 21 gems of different colors. Data analysis focused on children’s use of the standard number sequence, one-to-one correspondence, and cardinality.more » « less
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Zbiek, RM; Yao, X; McCloskey, A; Arbaugh, F (Ed.)Engaging with authentic data across all steps of the data investigation process – including collecting, processing, exploring, and visualizing data – is a critical skill set to build in K-12 students. Understanding the challenges students encounter throughout this process is key to offering instructional support to deepen their understanding and prepare students for navigating a data-rich world. Results from a pre-post instructional Data Assessment survey (n=202 from 7 classrooms) along with follow-up interviews (n=13) indicate students who have experience working with sensors appear to have a better approach to processing data. However, choosing the appropriate visualization for a given dataset poses challenges to students across classrooms.more » « less
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Zbiek, R M; Yao, X; McCloskey, A; Arbaugh, F (Ed.)
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