Garfield, J. B.
University of Minnesota Graduate School.
This study examined students' development of reasoning about quantitative bivariate data during a one-semester university-level introductory statistics course. There were three research questions of interest: (1) What is the nature, or pattern of change in students' development in reasoning about vbivariate data?; (2) Is the sequencing of bivariate data within a course associated with changes in the pattern of change in students' reasoning about bivariate data?; and (3) Are changes in students' reasoning about the foundational concepts of distribution associated with changes in the pattern of change in students' reasoning about bivariate data?
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education