Investigation of young children's understanding of graphs

Statistics, tables, charts and graphs abound in our daily world. We see them in advertisements, in newspapers, and on televised weather forecasts. However, many students are not exposed in school to experiences using statistics and graphing (Hitch & Armstrong, 1994, p.242). This paper highlights the need for the teaching of statistical ideas to begin in an explicit and intentional manner in early childhood settings. It proposes a rationale for the introduction of statistical ideas, based on the need for all people to have effective data handling skills in an information rich society and recommendations made in recent curriculum statements and policies. It is suggested that data handling processes provide a meaningful context for the introduction of a wide variety of mathematical ideas, enabling teachers to use classroom approaches which are acknowledged as effective for young children's learning. Research into Tasmanian kindergarten children's understanding of simple graphs and various forms of data representation, is reported. Results of this investigation indicate that it is possible for the teaching of statistical ideas to begin in an intentional and meaningful manner in early childhood settings. Recommendations for future classroom practice and future research in this important area of mathematics are also made.