A data display represents numerical information visually. The information can be displayed in a variety of ways and organized clearly.
Data Display is an important mathematical tool. It uses a simple way to introduce the broader concepts of more than/less than, or most and least. Exposing children to graphics at an early age can help them understand a wide range of mathematical concepts and develop skills in comparing, sorting, classifying counting, 1:1 correspondence, predicting, organizing, and analyzing.
Children will need to gain an understanding of math language in order to develop their skills in number, shape, space and measure. Math language can help the children develop mathematical ideas and be able to express them naturally. Math language gives children a way to express their growing understanding of math concepts. Children need multiple opportunities to use mathematical language in a variety of activities. (Resources for Early Learning, n.d.). The data display can provide the opportunities to the children to use the math language and develop the learning skills.
Here are my two examples:
Data display for preschool age children (3–4 years old):
Theme: Preference Survey
Question: Do you like to play outside in winter?
Winter is coming, the weather is getting colder and colder. Some children like cold weather, others do not. To find out if they like to play outside in winter, I plan this data display.
The learning involved in this data display:
Good questions are important in order to gather data. Initially, Yes/No questions are best. Yes/No question only has the two options, it is much easier to collect and organize data. (Faires, 2020, Slide 10 &11). I think it is good starting point for children at this age. Children will be comfortable with two options and build their confidence by experiencing.
The children at this age can name and match, at minimum, primary colors (red, yellow, and blue). (Marotz & Allen, 2016, p. 133). They usually choose color or size as a basis for classification. (as cited in Marotz & Allen, 2016, p. 133). Choosing red/blue sticker to paste in the correct corresponding column can help the children solidify the concept of classification. The children at this age can point to a picture that has “more”. (as cited in Marotz & Allen, 2016, p. 133). Using two different colors of sticker can help the children visualize the concept of more and less, it will help children to develop skills in comparing.
The children can count objects out loud. (Marotz & Allen, 2016, p. 133). By asking them to count out loud the number of red/ blue sticker, the children can learn to read the numbers.
The children can answer simple questions appropriately. (Marotz & Allen, 2016, p. 133). Asking some simple questions like “How many red stickers?” “Which one has more stickers?”, it will help the children develop their ability of both comparation and conversation.
Data display for young school age children (6–9 years old):
Theme: Rainbow Goldfish Snack Graphing
Question: How many pieces do you have?
Goldfish is my 6-year-daughter’s favorite snack, she almost eats it every day. So, I would like to plan an activity based on her preference and help her learn the graphing and counting by experiencing this activity.
Learning involved in this data display:
School age children’ s greater dexterity is evident in activities. Having the child pick up the pieces of Goldfish one by one and place them in the table will strengthen the strength and flexibility of the child’s fingers. Develop the refined finger movements that allow them to master drawing and writing skills. (Marotz & Allen, 2016, p. 162).
School age children can name and match more colors. Share children’s interest in collecting objects (e.g., seashells, colored stones, or bugs) and help them to group, label, and display objects. (Marotz & Allen, 2016, p. 166). This activity can help the child experience the technique of categorizing the Goldfish snack according to the color by placing them in the right categories. And data display helps children to organize information clearly. (Faires, 2020, Slide 5).
Asking the child to answer the questions can help her make the comparisons. Comparisons are the important part of data analysis. (Faires, 2020, Slide 56).
Describing the data with the child’s own words can help the child increase the language skills by using the math language. Also, it can help build children’s ability in communicating results. (Faires, 2020, Slide 5).
Reference
Faires, T. (2020). FALL 2020 data displays student copy. [PowerPoint Slides]. Retrieved from: https://brightspace.algonquincollege.com/d2l/le/content/281191/viewContent/4658590/View
Marotz, L. R., & Allen, K. E. (2016). Developmental profiles: Pre-birth through adolescence. Boston, Ma, USA: Cengage Learning.
Resources for Early Learning. (n.d.). Engaging children in Math. Retrieved from: http://resourcesforearlylearning.org/educators/module/20/9/34/