A Learning Progression for Variability. Research Report. ETS RR-20-05

Autor/inn/en	Fife, James H.; James, Kofi; Peters, Stephanie
Titel	A Learning Progression for Variability. Research Report. ETS RR-20-05
Quelle	In: ETS Research Report Series, (2020), (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Mathematics Education; Statistics Education; Feedback (Response); Research Reports; Advisory Committees; Specialists; Learning Processes; Sequential Approach; Task Analysis; Teaching Methods; Item Analysis; Test Items; Elementary School Students; Secondary School Students; Student Attitudes; Foreign Countries; Mathematics Tests; Thinking Skills; Comparative Analysis; Climate; Sampling; College Students; Graphs; Data Analysis; Australia + Suchen Sie Ihr Suchwort? Mathematische Bildung; Research report; Forschungsbericht; Beratungsstelle; Learning process; Lernprozess; Schrittfolge; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Itemanalyse; Test content; Testaufgabe; Sekundarschüler; Schülerverhalten; Ausland; Denkfähigkeit; Klima; Collegestudent; Grafische Darstellung; Auswertung; Australien
Abstract	The concept of variability is central to statistics. In this research report, we review mathematics education research on variability and, based on that review and on feedback from an expert panel, propose a learning progression (LP) for variability. The structure of the proposed LP consists of 5 levels of sophistication in understanding variability, ranging from the learning that occurs prior to Grade 6 through an expert understanding of variability. Following our analysis of the variability research, the full LP is presented along with example tasks designed to elicit evidence of understanding at each of the proposed levels. The LP described in this report constitutes a new theoretical structure that must be independently validated vis-à-vis empirical recovery of the proposed levels by analyzing student responses to tasks designed to target different levels of the progression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01