Although there is considerable research on the reasoning of college students, there is<br>relatively little on how younger students reason and learn about data. Because data<br>analysis has only recently become an integral part of the pre-college curriculum in<br>the United States, we have limited practical experience with what works and what<br>doesn't. Accordingly, we draw heavily in this chapter on what we, as researchers,<br>have learned from the episodes in the Working with Data Casebook, connecting our observations when we can to published findings. In our opinion, the reflections of<br>these teachers and their descriptions of students' thinking is one of the richest source<br>of information to date on children's reasoning about data and on how children's<br>thinking evolves during instruction.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education