Big data in grade 10

L.B.M.M. Boels; Anne Bodegraven; Patrick Hamersma

Big data in grade 10

L.B.M.M. Boels, Anne Bodegraven, Patrick Hamersma

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

Abstract

Students have difficulties in representing and interpreting data (e.g., Garfield & Ben-Zvi, 2008; Lem, Onghena, Verschaffel, & van Dooren, 2013). Drawing a graph is a first step in interpreting data (Garfield & Ben-Zvi, 2008). The aim of our research was therefore to explore how students can learn to make appropriate graphs that can support valid inferences from large data sets.

Original language	English
Title of host publication	Proceedings of the International Conference Turning data into knowledge
Subtitle of host publication	New opportunities for statistics education
Editors	Hélia Oliveira, Ana Henriques, Ana Paula Canavarro, Carlos Monteiro, Carolina Carvalho, Jaão Pedro da Ponte, Rosa Tomàs Ferreira, Susana Colaço
Place of Publication	Lisbon, Portugal
Publisher	Instituto de Educação da Universidade de Lisboa
Pages	137
Number of pages	1
ISBN (Electronic)	978-989-8753-13-7
Publication status	Published - 2015

Keywords

Pie chart
Big data
Secondary school
Statistics education
Statistical graphs
Mathematics

Cite this

Boels, L. B. M. M., Bodegraven, A., & Hamersma, P. (2015). Big data in grade 10. In H. Oliveira, A. Henriques, A. P. Canavarro, C. Monteiro, C. Carvalho, J. P. D. Ponte, R. T. Ferreira, & S. Colaço (Eds.), Proceedings of the International Conference Turning data into knowledge: New opportunities for statistics education (pp. 137). Instituto de Educação da Universidade de Lisboa.

Boels, L.B.M.M. ; Bodegraven, Anne ; Hamersma, Patrick. / Big data in grade 10. Proceedings of the International Conference Turning data into knowledge: New opportunities for statistics education . editor / Hélia Oliveira ; Ana Henriques ; Ana Paula Canavarro ; Carlos Monteiro ; Carolina Carvalho ; Jaão Pedro da Ponte ; Rosa Tomàs Ferreira ; Susana Colaço. Lisbon, Portugal : Instituto de Educação da Universidade de Lisboa, 2015. pp. 137

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title = "Big data in grade 10",

abstract = "Students have difficulties in representing and interpreting data (e.g., Garfield & Ben-Zvi, 2008; Lem, Onghena, Verschaffel, & van Dooren, 2013). Drawing a graph is a first step in interpreting data (Garfield & Ben-Zvi, 2008). The aim of our research was therefore to explore how students can learn to make appropriate graphs that can support valid inferences from large data sets.",

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editor = "H{\'e}lia Oliveira and Ana Henriques and Canavarro, {Ana Paula} and Carlos Monteiro and Carolina Carvalho and Ponte, {Ja{\~a}o Pedro da} and Ferreira, {Rosa Tom{\`a}s} and Susana Cola{\c c}o",

booktitle = "Proceedings of the International Conference Turning data into knowledge",

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Boels, LBMM, Bodegraven, A & Hamersma, P 2015, Big data in grade 10. in H Oliveira, A Henriques, AP Canavarro, C Monteiro, C Carvalho, JPD Ponte, RT Ferreira & S Colaço (eds), Proceedings of the International Conference Turning data into knowledge: New opportunities for statistics education . Instituto de Educação da Universidade de Lisboa, Lisbon, Portugal, pp. 137.

Big data in grade 10. / Boels, L.B.M.M.; Bodegraven, Anne; Hamersma, Patrick.
Proceedings of the International Conference Turning data into knowledge: New opportunities for statistics education . ed. / Hélia Oliveira; Ana Henriques; Ana Paula Canavarro; Carlos Monteiro; Carolina Carvalho; Jaão Pedro da Ponte; Rosa Tomàs Ferreira; Susana Colaço. Lisbon, Portugal: Instituto de Educação da Universidade de Lisboa, 2015. p. 137.

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

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AU - Bodegraven, Anne

AU - Hamersma, Patrick

PY - 2015

Y1 - 2015

N2 - Students have difficulties in representing and interpreting data (e.g., Garfield & Ben-Zvi, 2008; Lem, Onghena, Verschaffel, & van Dooren, 2013). Drawing a graph is a first step in interpreting data (Garfield & Ben-Zvi, 2008). The aim of our research was therefore to explore how students can learn to make appropriate graphs that can support valid inferences from large data sets.

AB - Students have difficulties in representing and interpreting data (e.g., Garfield & Ben-Zvi, 2008; Lem, Onghena, Verschaffel, & van Dooren, 2013). Drawing a graph is a first step in interpreting data (Garfield & Ben-Zvi, 2008). The aim of our research was therefore to explore how students can learn to make appropriate graphs that can support valid inferences from large data sets.

KW - Pie chart

KW - Big data

KW - Secondary school

KW - Statistics education

KW - Statistical graphs

KW - Mathematics

UR - http://www.statisteduc.ie.ulisboa.pt/proceedings/

M3 - Conference contribution

SP - 137

BT - Proceedings of the International Conference Turning data into knowledge

A2 - Oliveira, Hélia

A2 - Henriques, Ana

A2 - Canavarro, Ana Paula

A2 - Monteiro, Carlos

A2 - Carvalho, Carolina

A2 - Ponte, Jaão Pedro da

A2 - Ferreira, Rosa Tomàs

A2 - Colaço, Susana

PB - Instituto de Educação da Universidade de Lisboa

CY - Lisbon, Portugal

ER -

Big data in grade 10

Abstract

Keywords

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Turning data into knowledge: new opportunities for statistics education

Cite this