Early statistics in kindergarten: analysis of an educator's pedagogical content knowledge in lessons promoting informal inferential reasoning
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 17 January 2022
Issue publication date: 10 February 2022
Abstract
Purpose
This study aims to describe the pedagogical content knowledge (PCK) of a kindergarten educator who implements a lesson plan about informal inferential reasoning designed in a lesson study group.
Design/methodology/approach
To this end, we analyzed teaching interventions in two kindergarten lessons focused on the playful task of tossing two coins, associated with inferential statistical reasoning. The study highlights the importance of arguing and promoting this reasoning to develop statistical thinking. It is crucial to recognize how early students can be subject to learning experiences that promote a language of uncertainty, assess the evidence provided by the data, and make generalizations.
Findings
The results reveal that while the educator demonstrated knowledge and skills relevant to the curriculum and conceptual teaching strategies, the understanding of the content by the students and the integration of the PCK components still present a challenge.
Practical implications
The lesson study collaborative teaching practices that promote PCK have proven effective for informing the design and implementation of instructional practices supporting the development of early statistical thinking in young children.
Originality/value
The study enriches the knowledge regarding the potential of the lesson study (LS) in the professional learning of kindergarten educators. It also contributes to a comprehensive approach based on authentic playful experiences in grade K that supports the development of early statistical thinking in young children.
Keywords
Acknowledgements
Support from ANID Fondecyt 1200346; FONDEF ID20i10070; VRIEA PUCV 039.439/2020; National Doctorate Scholarship ANID 21210862; and ANID/PIA/Basal Funds for Centers of Excellence FB0003 are gratefully acknowledged.
Citation
Estrella, S., Mendez-Reina, M., Olfos, R. and Aguilera, J. (2022), "Early statistics in kindergarten: analysis of an educator's pedagogical content knowledge in lessons promoting informal inferential reasoning", International Journal for Lesson and Learning Studies, Vol. 11 No. 1, pp. 1-13. https://doi.org/10.1108/IJLLS-07-2021-0061
Publisher
:Emerald Publishing Limited
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