Argumentation based on statistical data at the very beginning of primary school – Evidence from two empirical studies

Abstract

Although students’ argumentation is subject of high interest in mathematics educational research, specific studies on argumentation based on statistical data are still scarce, especially with a focus on young students at the beginning of primary school. Therefore, relatively little is known so far to what extent children starting school may already be able to engage in argumentation based on statistical data. Addressing this research need, evidence is reported from two empirical studies, which were conducted with N = 11 and N = 29 students during their first weeks in school. The results show that data-based argumentation is possible for many students from the beginning of primary school on, and provide insight into the broad spectrum of students’ data-based arguments.