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# Mathematical Concepts in Kindergarten (page 4)

By Pearson Allyn Bacon Prentice Hall
Updated on Jul 20, 2010

### Data Analysis, Probability and Statistics

Kindergarteners can use graphs in more dynamic ways than preschool children, using them to collect, analyze, and represent data. They can then use them to make decisions, such as “What snack are we going to have today?” or “What book are we going to read next?” Kindergarteners are good at making graphs out of things in their environment such as shoes, blocks, or even people. They can also use pictures to create graphs to represent data. While preschoolers can construct similar simple graphs, kindergarteners can use the information in the graph to answer questions such as: “Which group has less? Which group has more? Which group is the smallest? Which group is the biggest?” They can also compare individual factors. For example, if a graph is about a favorite color, each student can put a colored square on the board to make a stacked bar graph. They can then answer questions such as, “Do more people like red or yellow?”

Kindergarteners are able to extract useful mathematical information from pictures or other visual media. These can become early versions of “word problems.” For example, children can look at pictures of houses and figure out which one has the most windows. They are able to problem solve and should be involved in what Fosnot called mathematizing, or making sense of the world using mathematics. Kindergarten is the beginning of the formal mathematics that children in the first grade and up will be involved with, such as addition, subtraction, multiplication, fractions, and decimals (Burns & Silbey, 2000).