The Longitudinal Development of Understanding of Average

摘要: The development of the understanding average was explored through interviews with 94 students from Grades 3 to 9, follow-up 22 these after years, and 21 others 4 years. Six levels response were observed based on a hierarchical model cognitive functioning. first four described concept colloquial ideas into procedural or conceptual descriptions derive central measure data set. highest two represented transferring this one more applications in problem-solving tasks reverse averaging process evaluate weighted mean. Usage associated three standard measures tendency representation are documented, as strategies for problem solving. Implications mathematics educators discussed.