TinkerPlots are discussed in detail. Examples are provided to illustrate innovative uses of technology. In the future, these uses may also be supported by a wider range of new tools still to be developed. To summarize some of the ﬁ n dings, the role of digital technologies in statistical reasoning is metaphorically compared with travelling between data and conclusions, where these tools represent fast modes of transport. Finally, we suggest future directions for technology in research and practice of developing students’ statistical reasoning in technology-enhanced learning environments.
- Prof Dev