Literature Index

This paper considers the display of statistical models involving either one or two variables by means of their probability or probability density function.

The process of statistical investigation may be conceptualized as having four components: Posing the question, collecting the data, analyzing the data, and interpreting the data. Graphical representations of data are a critical part of the analysis phase, since the use of different representations communicates information in different ways. This chapter discusses instructional strategies for moving between three different pairs of representations: bar graphs showing ungrouped data and standard bar graphs, line plots and bar graphs, and stem-and-leaf plots and histograms. These strategies are designed to optimize the accuracy of interpretations and avoid common pitfalls in making sense of the data; the strategies focus on reading rather than on making the representations themselves. Students' attempts to make the translations between representations are discussed within the framework of the instructional suggestions.

In the information age, middle school students must be intelligent consumers of information. To instill critical thinking with respect to statistical data, the interpretation and creation of graphs are essential. Although vast amounts of information can be gleaned from traditional text sources, the World Wide Web (WWW) offers information that is updated far more frequently. Because of the motivational aspects and expedient nature of using data from the Web, this article focuses on its use; however, each of the activities can be adapted for use with traditional, text-based media.

This article deals with professional development strategies for teaches to use in initiating and supporting mathematical thinking through data-collecting experiences in contexts that are meaning to the children, as well as nurturing the children's efforts in recording and reasoning with data.