Enhancing data literacy at an early stage: Primary school pupils’ precursor ideas of covariation

Abstract

Covariational reasoning can already be enhanced in primary school. Anyway, given that pupils do not know conventional notations like coordinate systems in the first grades, addressing ideas of covariation is a challenging task. In our study, we show that 1st graders’ (6-7 years) ideas of covariation already exist in a precursor way and can be addressed by specific tasks based on data from Gapminder’s photo database Dollar Street. Using a design-based research approach, we developed and implemented semi-digital learning trajectories to enhance pupils’ data literacy at a very early stage. Interactions between young learners are observed to gain insights (a) into their covariational thinking when working on these specific tasks and (b) for iteratively re-designing the learning trajectories. Our observations define an early starting point for learning processes of covariational reasoning and the learning trajectories give opportunities to address issues of sustainable development.