Early statistics in kindergarten: analysis of an educator's pedagogical content knowledge in lessons promoting informal inferential reasoning

Abstract

Purpose

This study aims to describe the pedagogical content knowledge (PCK) of a kindergarten educator who implements a lesson plan about informal inferential reasoning designed in a lesson study group.

Design/methodology/approach

To this end, we analyzed teaching interventions in two kindergarten lessons focused on the playful task of tossing two coins, associated with inferential statistical reasoning. The study highlights the importance of arguing and promoting this reasoning to develop statistical thinking. It is crucial to recognize how early students can be subject to learning experiences that promote a language of uncertainty, assess the evidence provided by the data, and make generalizations.

Findings

The results reveal that while the educator demonstrated knowledge and skills relevant to the curriculum and conceptual teaching strategies, the understanding of the content by the students and the integration of the PCK components still present a challenge.

Practical implications

The lesson study collaborative teaching practices that promote PCK have proven effective for informing the design and implementation of instructional practices supporting the development of early statistical thinking in young children.

Originality/value

The study enriches the knowledge regarding the potential of the lesson study (LS) in the professional learning of kindergarten educators. It also contributes to a comprehensive approach based on authentic playful experiences in grade K that supports the development of early statistical thinking in young children.