Exploring Students' Conceptual Understanding of the Averaging Algorithm

Abstract

Conceptual understanding of arithmetic average includes both an understanding of the computational algorithm and the statistical aspects of the concept. This study focused on the examination of 250 sixth‐grade students' understanding of the arithmetic average by assessing their understanding of the computational algorithm. The results of the study showed that the majority of the students knew the “add‐them‐all‐up‐and‐divide” averaging algorithm, but only about half of the students were able to correctly apply the algorithm to solve a contextualized average problem. Students were able to use various solution strategies and representations to solve the average problem. Those who used algebraic and arithmetic representations were better problem solvers than those who used pictorial and verbal representations. This study not only suggests that the average concept is more complex than the simplicity suggested by the computational algorithm, but also indicates the need for teaching the concept of average, both as a statistical idea for describing and making sense of data sets and as a computational algorithm for solving problems.