Recent research suggests that the amount of time that parents spend talking about numbers can have a big impact on the mathematical development of their children (Levine, Suriyakham, Rowe, Huttenlocher, & Gunderson, 2010). In the study, the researchers visited the children’s homes between the ages of 14 and 30 months and recorded the amount of “number talk” they heard from the children’s parents. The researchers then tested the children’s knowledge of the meaning of numbers at 46 months. The following data are similar to the results obtained in the study. Childrens Knowledge-of-Numbers Scores for Two Groups of Parents Low Number-Talk Parents 2, 1,2,3,4 3, 3, 2, 2, 1 5,3,4, 1,2 High Number-Talk Parents 3,4,5,4,5 4, 2,3,5,4 5, 3,4,5,4 Sketch a polygon showing the frequency distribution for children with low number-talk parents. In the same graph, sketch a polygon showing the scores for the children with high number-talk parents. (Use two different colors or use a solid line for one polygon and a dashed line for the other.) Does it appear that there is a difference between the two groups?
Recent research suggests that the amount of time that parents spend talking about numbers can have a big impact on the mathematical development of their children (Levine, Suriyakham, Rowe, Huttenlocher, & Gunderson, 2010). In the study, the researchers visited the children’s homes between the ages of 14 and 30 months and recorded the amount of “number talk” they heard from the children’s parents. The researchers then tested the children’s knowledge of the meaning of numbers at 46 months. The following data are similar to the results obtained in the study.
Childrens Knowledge-of-Numbers Scores for Two Groups of Parents Low Number-Talk Parents 2, 1,2,3,4 3, 3, 2, 2, 1 5,3,4, 1,2 High Number-Talk Parents 3,4,5,4,5 4, 2,3,5,4 5, 3,4,5,4
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