This project focuses on the development of children's interpretations of patterns and variability in data; and their elaboration of key concepts involved in this process, uncertainty, chance, and causality. The data the children interpret are data they themselves have collected in the context of investigations in science. this focus is strategic from a number of perspectives. It accords with the NCTM's concerns to transform the practice of mathematics education into a more concept-oriented and applied domain. More specifically, it fits with how the NCTM recommends teachers begin informal study of statistics and probability in the early grades: engaging children in data collection, data representation, and data interpretation, in conjunction with their exploration of concepts of chance. This research agenda simultaneously addresses a growing concern within this field of science education that, as far as possible given developmental constraints, children's science instruction should accord with the nature of scientific inquiry.
