Reasoning about Variability in Comparing Distributions

Autor/in	Ben-Zvi, Dani
Titel	Reasoning about Variability in Comparing Distributions
Quelle	In: Statistics Education Research Journal, 3 (2004) 2, S.42-63 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Socialization; Data Analysis; Grade 7; Statistics; Cognitive Development; Case Studies; Cognitive Processes; Mathematics Curriculum; Mathematical Concepts; Mathematics Instruction; Mathematics Activities; Learning Activities; Teaching Methods; Foreign Countries; Experimental Schools; Statistical Distributions; Israel + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Auswertung; School year 07; 7. Schuljahr; Schuljahr 07; Statistik; Kognitive Entwicklung; Case study; Fallstudie; Case Study; Cognitive process; Kognitiver Prozess; Mathematics lessons; Mathematikunterricht; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Pilot school; Model school; Modellschule; Wahrscheinlichkeitsverteilung
Abstract	Variability stands in the heart of statistics theory and practice. Concepts and judgments involved in comparing groups have been found to be a productive vehicle for motivating learners to reason statistically and are critical for building the intuitive foundation for inferential reasoning. The focus in this paper is on the emergence of beginners' reasoning about variation in a comparing distributions situation during their extended encounters with an Exploratory Data Analysis (EDA) curriculum in a technological environment. The current case study is offered as a contribution to understanding the process of constructing meanings and appreciation for variability within a distribution and between distributions and the mechanisms involved therein. It concentrates on the detailed qualitative analysis of the ways by which two seventh grade students started to develop views (and tools to support them) of variability in comparing groups using various statistical representations. Learning statistics is conceived as cognitive development and socialization processes into the culture and values of "doing statistics" (enculturation). In the light of the analysis, a description of what it may mean to begin reasoning about variability in comparing distributions of equal size is proposed, and implications are drawn. (Contains 6 figures.) (As Provided).
Anmerkungen	International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/serj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10