HANDLING DATA

AND PROBABILITY:
PROGRESSION AND
MISCONCEPTION

PRESENTOR:
JESRIEL KIM C. GERAWON
ERICKA JANE LABASTIDA
• The NNS states that children should solve a problem
by collecting, sorting and organising information in
simple ways’ progressing to ‘solve a problem by
collecting, organising , representing, extracting and
interpreting data in tables, graphs and charts.
• In this chapter we will be focusing on the problem-
solving nature of handling data and probability and
explaining why children have difficulties with some
aspects of the topic.
• The NNS Framework is composed of five strands.
• The fifth strand identified is Handling Data.
• The areas covered within this strand are
i. collecting
ii. presenting; and
iii. interpreting numerical data
During Key stage 1, the collection of data is often
undertaken by the teacher.

Example:
The teacher has supplied the child with
magnetic and non-magnetic material. The child is
asked to sort the data into two groups and organise
the data using appropriate diagrams.
 Magnetic

magnetic
Non-magnetic

Magnetic Non-magnetic

CARROLL DIAGRAM VENN DIAGRAM TREE DIAGRAM

 Made of metal

CARROLL
DIAGRAM
Not made of metal

Magnetic Non-magnetic

Magnetic Non-magnetic

VENN DIAGRAM

Made of metal
Magnetic Not made of metal
TREE DIAGRAM
Made of metal
Non-magnetic
Not made of metal
 In Key stage 1 children only classify using
one or two criteria. In the examples given, The
child was simply sorting and organising data.
Children also need to see how data is collected.
One clear implication of collecting data is how
children go on to represent the data.
 PICTOGRAPH
POPULAR WAY OF COMING TO SCHOOL

BUS

CAR

WALK

BIKE

Legend: represents 5 person

 BLOCK GRAPH

POPULAR WAY OF COMING TO SCHOOL

BUS CAR WALK BIKE

Legend: represents 5 person

 BAR GRAPH

70
POPULAR WAY OF COMING TO SCHOOL
60

50

40

30

20

10

0
BUS CAR WALK BIKE
 PIE CHART

POPULAR WAY OF COMING TO SCHOOL

BUS
CAR
WALK
BIKE
SHOE SIZE NUMBER OF CHILDREN
1 II

2 IIII

3 IIII-I

4 IIII-II

5 IIII-III

6 III

7 I
SHOE SIZE NUMBER OF CHILDREN
1 2

2 4

3 6

4 7

5 8

6 3

7 1
 7

4
FREQUENCY

0
1 2 3 4 5 6 7

SHOE SIZE
 9
8
7
DISTNACE IN KM.

6
5
4
3
2
1
0
1 2 3 4 5 6 7 8

TIME IN MINUTES
 As part of their History project class of children was collecting data on
the wages of miners. The table below shows the annual wages of the
miners in their sample.

Miner A B C D E F G H I J K
Wage 2,000 2,000 2,000 2,000 2,000 2,500 3,000 3,000 3,000 4,000 5,500

Which summary statistics gives a true reflection of the average wage?

• Graph is a picture rather than a scaled representation.

Time (in minutes) Distance (in kilometers)

2 1
1
3 12
4 2
5
3
7
8
9
5
• The NSS (year 6) says that children should use the language
associated with probability to discuss events, including those
with equally likely outcomes.
• The emphasis is on the language associated with probability.
NSS suggests activities such as “ how many ways can you
score 4by rolling two dice? As early as year 1.
• Children trying a problem like this for the first time do not usually
attempt it in a systematic way.
In order to support the development of a child’s understanding of
handling data, it is important that children:
• Approach statistics as essentially a problem-solving
exercise;
• Progress from collecting, sorting and organising data to
presenting, extracting and interpreting data;
• Progress from discrete to continuous data;
• Are enabled to use measure of average in relevant contexts;
• Are thought with an emphasis on language of probability;
• Only calculate probabilities using equally likely outcomes.