Developing young students’ meta-representational competence through integrated mathematics and science investigations

Joanne Mulligan; Lyn English

Developing young students’ meta-representational competence through integrated mathematics and science investigations

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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Abstract

This paper describes students’ developing meta-representational competence, drawn from the second phase of a longitudinal study, Transforming Children’s Mathematical and Scientific Development. A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students’ interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning.

Original language	English
Title of host publication	Curriculum in focus
Subtitle of host publication	research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Judy Anderson, Michael Cavanagh, Anne Prescott
Place of Publication	Sydney
Publisher	MERGA
Pages	493-500
Number of pages	8
ISBN (Print)	9781920846275
Publication status	Published - 2014
Event	Annual Conference of the Mathematics Education Research Group of Australasia (37th : 2014) - Sydney Duration: 29 Jun 2014 → 3 Jul 2014

Conference

Conference	Annual Conference of the Mathematics Education Research Group of Australasia (37th : 2014)
City	Sydney
Period	29/06/14 → 3/07/14

Bibliographical note

Copyright Mathematics Education Research Group of Australasia Incorporated. Original published at http://www.merga.net.au/node/38?year=2014. Version archived for private and non‐commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.merga.net.au

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http://www.merga.net.au/node/38?year=2014

Cite this

Mulligan, J., & English, L. (2014). Developing young students’ meta-representational competence through integrated mathematics and science investigations. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 493-500). MERGA. http://www.merga.net.au/node/38?year=2014

Mulligan, Joanne ; English, Lyn. / Developing young students’ meta-representational competence through integrated mathematics and science investigations. Curriculum in focus: research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. editor / Judy Anderson ; Michael Cavanagh ; Anne Prescott. Sydney : MERGA, 2014. pp. 493-500

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title = "Developing young students{\textquoteright} meta-representational competence through integrated mathematics and science investigations",

abstract = "This paper describes students{\textquoteright} developing meta-representational competence, drawn from the second phase of a longitudinal study, Transforming Children{\textquoteright}s Mathematical and Scientific Development. A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students{\textquoteright} interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning.",

author = "Joanne Mulligan and Lyn English",

note = "Copyright Mathematics Education Research Group of Australasia Incorporated. Original published at http://www.merga.net.au/node/38?year=2014. Version archived for private and non‐commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.merga.net.au; Annual Conference of the Mathematics Education Research Group of Australasia (37th : 2014) ; Conference date: 29-06-2014 Through 03-07-2014",

year = "2014",

language = "English",

isbn = "9781920846275",

pages = "493--500",

editor = "Judy Anderson and Michael Cavanagh and Anne Prescott",

booktitle = "Curriculum in focus",

publisher = "MERGA",

address = "Australia",

}

Mulligan, J & English, L 2014, Developing young students’ meta-representational competence through integrated mathematics and science investigations. in J Anderson, M Cavanagh & A Prescott (eds), Curriculum in focus: research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. MERGA, Sydney, pp. 493-500, Annual Conference of the Mathematics Education Research Group of Australasia (37th : 2014), Sydney, 29/06/14. <http://www.merga.net.au/node/38?year=2014>

Developing young students’ meta-representational competence through integrated mathematics and science investigations. / Mulligan, Joanne; English, Lyn.
Curriculum in focus: research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Judy Anderson; Michael Cavanagh; Anne Prescott. Sydney: MERGA, 2014. p. 493-500.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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T1 - Developing young students’ meta-representational competence through integrated mathematics and science investigations

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AU - English, Lyn

N1 - Copyright Mathematics Education Research Group of Australasia Incorporated. Original published at http://www.merga.net.au/node/38?year=2014. Version archived for private and non‐commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.merga.net.au

PY - 2014

Y1 - 2014

N2 - This paper describes students’ developing meta-representational competence, drawn from the second phase of a longitudinal study, Transforming Children’s Mathematical and Scientific Development. A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students’ interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning.

AB - This paper describes students’ developing meta-representational competence, drawn from the second phase of a longitudinal study, Transforming Children’s Mathematical and Scientific Development. A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students’ interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning.

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M3 - Conference proceeding contribution

SN - 9781920846275

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BT - Curriculum in focus

A2 - Anderson, Judy

A2 - Cavanagh, Michael

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PB - MERGA

CY - Sydney

T2 - Annual Conference of the Mathematics Education Research Group of Australasia (37th : 2014)

Y2 - 29 June 2014 through 3 July 2014

ER -

Mulligan J, English L. Developing young students’ meta-representational competence through integrated mathematics and science investigations. In Anderson J, Cavanagh M, Prescott A, editors, Curriculum in focus: research guided practice : proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. Sydney: MERGA. 2014. p. 493-500

Developing young students’ meta-representational competence through integrated mathematics and science investigations

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