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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. 

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