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Long term impact of the connections program on students’ informal inferential reasoning.


Book: 
Sustainability in statistics education (Proceedings of the Ninth International Conference on Teaching Statistics, ICOTS9, July 2014).
Authors: 
Gil, E., & Ben-Zvi, D.
Editors: 
K. Makar, B. de Sousa, and R. Gould
Category: 
Year: 
2014
Publisher: 
International Association for Statistical Education and International Statistical Institute
Place: 
Voorburg, The Netherlands
URL: 
http://icots.info/9/proceedings/pdfs/ICOTS9_8D1_GIL.pdf
Abstract: 

Long-term effects of learning are a desirable outcome of any educational program and are far from being an obvious result in education. Furthermore, statistical concepts tend to be ambiguous and “short lasting” in students’ reasoning, even among tertiary students. In this longitudinal study, long-term impact of teaching and learning was sought among ninth graders, three years after their participation in a three-year intervention (grades 4-6) of the Connections Program. In a mixed methods study, students from two groups – those who have / have not taken part in the program – were closely followed and compared throughout three extended data inquiry activities and took a statistical knowledge and thinking proficiency test. Results and implications are presented.