ABSTRACT

Recent research has acknowledged young children’s potential to engage in data handling activities and create their own representations. However, our knowledge on children’s graphical signs produced during data representations and the way they are utilized is poor. Highlighting the critical importance of signs as cultural tools for mathematical learning, this study focused on the components of the original data representations which emerged from child-initiated data investigations. Analysis of children’s artefacts revealed five kinds of inscriptions and four kinds of information included in their data representations. The insightful way of utilizing their inscriptions demonstrated how the young learners, apart from inventing their own graphical signs, adapted broadly accepted symbols to the contextual and communicational requirements of their inquiries and made them part of their personal toolkit for handling data tasks. These aspects of their meta-representational knowledge are discussed through a sociocultural lens, while implications for research and practice are also suggested.

摘要

最近的研究已经承认幼儿参与数据处理活动并创建自己的表示的潜力。然而，我们对数据表示过程中产生的儿童图形符号及其使用方式的了解很差。强调符号作为数学学习文化工具的至关重要性，本研究侧重于从儿童发起的数据调查中出现的原始数据表示的组成部分。对儿童文物的分析揭示了五种铭文和四种信息包含在他们的数据表示中。利用他们的铭文的富有洞察力的方式展示了年轻的学习者如何除了发明自己的图形符号外，采用广泛接受的符号来满足他们查询的上下文和通信要求，并使它们成为他们处理数据任务的个人工具包的一部分。他们的元表征知识的这些方面是通过社会文化的视角来讨论的，同时也提出了对研究和实践的影响。