From: Exploring variation in measurement as a foundation for statistical thinking in the elementary school
Code | Description | Example | Percentage |
---|---|---|---|
0 | Uninterpretable | Good enough. | 14 |
1 | Nebulous comments on difference | No because people kept getting measured and it was different each time. | 12 |
 | Unexplained numerical values | At least 95%. | 4 |
2 | Measuring tools and how used | I think the [class] results are accurate because we were measuring on a flat surface and the tape was put in place accurat[e]ly. | 33 |
 | Reliability of person measuring | Yes they [the class] will be [more accurate] because the teachers measured it in the second lesson. | 26 |
 | Experience gained | Yes, I think they will be because now we have had practice at measuring we might be more accurate than last time. | 10 |
 |  | We have learnt more about measurement. |  |
3 | Number of measurements* | I think it [class] wasn't really accurate because we measured S. a lot of times and for our class we only measured ourselfs [ourselves] 1 time. | 1 |