Young children's reasoning through data exploration

Gabrielle Oslington, Joanne Mulligan, Penelope Van Bergen

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


    This chapter follows the progress of nine high-ability Year 1 Australian students as they develop reasoning skills through data exploration and analysis. The students used self-portraits drawn by child-artists in Kindergarten and Year 3 to develop a rule-based classification model. Students tested their model on larger sets of self-portraits and developed their own illustrations to support the rules-based model. Crucially, seven of the nine students demonstrated advanced mathematical reasoning through analysis of the test findings to inform their judgements regarding the strengths and weakness of the model. Students demonstrated this reasoning through graphical representations, reflective statements and two-way tables. These findings demonstrate the potential of rule-based model building and data analysis to extend the mathematical experiences of mathematically gifted young children.
    Original languageEnglish
    Title of host publicationForging connections in early mathematics teaching and learning
    EditorsVirginia Kinnear, Mun Yee Lai, Tracey Muir
    Place of PublicationSingapore
    PublisherSpringer, Springer Nature
    Number of pages22
    ISBN (Electronic)9789811071539
    ISBN (Print)9789811071515
    Publication statusPublished - 2018

    Publication series

    NameEarly mathematics learning and development
    ISSN (Print)2213-9273
    ISSN (Electronic)2213-9281


    • gifted education
    • statistical reasoning
    • model building
    • data modelling
    • representations
    • classification
    • early years of school


    Dive into the research topics of 'Young children's reasoning through data exploration'. Together they form a unique fingerprint.

    Cite this