Students’ emergent roles in developing their reasoning about uncertainty and modeling.


Book: 
Sustainability in statistics education (Proceedings of the Ninth International Conference on Teaching Statistics, ICOTS9, July 2014).
Authors: 
Ben-Zvi, D., & Aridor, K.
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_9A3_ARIDOR.pdf
Abstract: 

Roles that students take in solving problems can help in guiding and scaffolding their learning and meaning making. We present a case study – part of a UK-Israel research project – that focuses on the emerging roles spontaneously developed by Israeli eighth-grade students (14 years old) in solving a scientific-statistical inquiry task using TinkerPlots2. The task integrated four design approaches: Exploratory Data Analysis, Active Graphing, modeling, and gaming. We examine how this task design played a role in this emergence of students’ roles and how they respectively adopted perspectives on uncertainty and modeling. Implications of the findings are discussed. 

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

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