ABSTRACT
This chapter describes the content strand E and some of the difficulties for students when engaged in measurement and data analysis and provides recommendations for interventions. In developing unit measurement concepts, students must develop basic reasoning skills of conservation, transitivity, partitioning, unit iteration, additivity, and zero point. Skills may be taught in isolation or without concept understanding, when they could be connected with most other mathematics topics. The chapter explores the data analysis and probability competencies expected for PreK–12 students, the common difficulties with these concepts and processes, and recommendations for interventions. As PreK–12 students engage in data explorations they should develop increasingly sophisticated tools for data design, collection, representation, and analysis. Data analysis and probability may not be getting the attention needed within a curriculum that is assessment-driven. There may be a lack of attention to a developmental trajectory for statistical reasoning, over the grade levels, with targeted interventions as needed.
