ABSTRACT
Digital tools are available to manipulate and display data in many formats, each of which may offer insights into the relationships and patterns that exist. When dealing with numeric data, the first formats we meet are tables then graphs. This level of understanding of graphs, an ability to perform an operation with little understanding of its meaning or relevance, represents a classic class of inauthentic learning. The use of digital tools in the form of computer-based graphing packages can liberate children from the limitations of their motor skills, and free them to engage with ideas behind graphs at an early age. The positive learning outcomes of the experimental groups showed some persistence. The data collected by research projects show that children can manage data-logging systems from as early as 7 and possibly younger, and this can be accommodated within the school curriculum.
