¶ … developmental level of the children determine what types of charts are best suited for examining the data they have collected.
According to Houghton Milton children in second grade are already familiar with data gathering and in the first grade learn how to gather data and organize that data into what are known as 'tally charts'. After children have learned how to data gather and organize data from such surveys into these types of charts they go on to learn how to conduct data analysis and data comparison at levels that are more advanced. Further children are then ready to use more advanced comparison of data. The use of tally charts can be followed by the use of pictographs which involves "looking at the key to see how many of a given item each picture stands for." (Houghton Miflin,2014, p. 1) Once having learned how to work with pictographs the students are ready to learn how to work with bar graphs. Pictographs are described as a "semi-concrete way of representing data" and bar graphs are stated to be 'more abstract" since the bar graphs "use colored bars on a grid with corresponding numbers to represent how many are in each group." (Houghton Mifflin, 2014, p. 1)
(2) Describe a scenario in which children are encouraged to use a variety of charts and graphs to display gathered data.
Children are reported to learn to "make and analyze their own bar graphs based on data given to them in a tally chart or a table." (Houghton Miflin, 2014, p. 1) The tally chart and table assist the children in seeing that data may be displayed differentially. (Houghton Miflin, 2014, p. 1, paraphrased) Additionally reported...
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