Abstract
It has been argued that some types of tables should be presented to students who are at least 12 years old. Research has also shown that various types of tables and their interpretations demand different cognitive resources, and that it is relevant to explain that not all tables are the same, and not all students understand in the same way. In 2010, two Chilean studies, referred to pedagogical content knowledge, showed that treatment of tables presents difficulties for teachers and students. This research analyses various tasks associated to the treatment of tables at elementary school and its level of difficulty, according to Curcio's taxonomy.
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Estrella, S., Mena-Lorca, A., Olfos, R. (2016). Tasks Associated to the Treatment of Tables at Elementary School and Its Level of Difficulty. In: Ben-Zvi, D., Makar, K. (eds) The Teaching and Learning of Statistics. Springer, Cham. https://doi.org/10.1007/978-3-319-23470-0_9
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DOI: https://doi.org/10.1007/978-3-319-23470-0_9
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-23469-4
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