What I See Is Not Quite the Way It Really Is: Students' Emergent Reasoning about Sampling Variability

Autor/inn/en	Pfannkuch, Maxine; Arnold, Pip; Wild, Chris J.
Titel	What I See Is Not Quite the Way It Really Is: Students' Emergent Reasoning about Sampling Variability
Quelle	In: Educational Studies in Mathematics, 88 (2015) 3, S.343-360 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-014-9539-1
Schlagwörter	Statistical Inference; Statistical Analysis; Sampling; Interviews; Student Attitudes; Probability; Generalization; Visualization; Mathematics Skills; Adolescents; Student Research; Logical Thinking; Mathematical Concepts + Suchen Sie Ihr Suchwort? Inferential statistics; Schließende Statistik; Statistische Analyse; Interviewing; Interviewtechnik; Schülerverhalten; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Visualisation; Visualisierung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Studentenforschung
Abstract	Currently, instruction pays little attention to the development of students' sampling variability reasoning in relation to statistical inference. In this paper, we briefly discuss the especially designed sampling variability learning experiences students aged about 15 engaged in as part of a research project. We examine assessment and interview responses from four students to describe their emergent reasoning about sampling variability. Their reasoning is analyzed using our adaptations of a statistical inference framework and a mental processes framework. Our findings suggest that these students are beginning to develop understanding of sampling variability concepts from probabilistic and generalization perspectives and to articulate the evidence used from the data. We conjecture that these students' understanding of sampling variability is aided by the development in instruction of the three mental processes of visualization, analysis, and verbal description. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01