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A key way students develop their statistical understanding at primary school level is by undertaking data-rich investigations. This article suggests scaffolding students through a statistical enquiry cycle in which students define the problem, plan the investigation, collect and analyse the data, draw conclusions and communicate their findings. It gives examples of primary school students successfully planning investigations, collecting and graphing their own data and drawing statistical inferences from it, using tasks from the Assessment Resource Banks.
The ARBs are computerised assessment resources that harness the power of information technology within a school context and give users the capacity to match assessment and teaching.
This article explores how teachers work at establishing a web of relationships within the mathematics classroom community that will lead to learning.