Fourth-graders' explanations for differing repeated measurements of one arm span most often focused on the measuring tools and their use¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q2 i? When explaining why repeated measurements of one student's arm span differed, most students attributed the differences to measuring tools and how they were used or their accuracy (41%), with fewer citing different units (8%) or movement of the person measured (6%). → Lyn D English and Jane M Watson 2015

Evidence¶

Lyn D English and Jane M Watson 2015¶

Lyn D English and Jane M Watson. (2015). Exploring variation in measurement as a foundation for statistical thinking in the elementary school. International Journal of STEM Education (2015) 2:3. https://doi.org/10.1186/s40594-015-0016-x

q2 · i? · design · r3

Content analysis of workbook question 1 (n = 97) in the first scenario, where all students measured one student's arm span. Table 1 reports 41% citing measuring tools, 29% tool not used accurately, 8% different units, 6% movement of the person measured, 15% nebulous differences. Students "focused on the measuring tools and how they were used or their accuracy."

"Although some responses were vague in presenting justifications for the different values, most students across the classes focused on the measuring tools and how they were used or their accuracy."

Discussion¶

Related Claims¶

• Students' best-guess predictions of the measured arm span most often relied on a modal idea without using the term mode — related
• Explanation prompts direct attention to targeted information and can reduce attention to other important information — related