"People Can Go against the Government": Risk-Based Decision Making and High School Students' Concepts of Society

Autor/in	Radakovic, Nenad
Titel	"People Can Go against the Government": Risk-Based Decision Making and High School Students' Concepts of Society
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 15 (2015) 3, S.276-288 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2015.1062938
Schlagwörter	High School Students; Decision Making Skills; Risk Assessment; Student Attitudes; Social Attitudes; Mathematics Education; Problem Solving; Knowledge Level; Statistical Inference; Case Studies; Grade 11; Facilities; Nuclear Energy; Accidents; Mathematics Skills; Context Effect; Qualitative Research; Inquiry; Vignettes; Affective Behavior; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Risikoabschätzung; Schülerverhalten; Social attidude; Soziale Einstellung; Mathematische Bildung; Problemlösen; Wissensbasis; Inferential statistics; Schließende Statistik; Case study; Fallstudie; Case Study; School year 11; 11. Schuljahr; Schuljahr 11; Atomenergie; Kernenergie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Qualitative Forschung; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Kanada
Abstract	Research in mathematics education stresses the importance of content knowledge in solving authentic tasks in statistics and in risk-based decision making. Existing research supports the claim that students rely on content knowledge and context expertise to make sense of data. In this article, however, I present evidence that the relationship between content knowledge and statistical inference is bidirectional: it is true that students rely on content knowledge to make sense of data, but the converse also holds true. This claim is illustrated and supported by a case study of Grade 11 students (19 girls and 4 boys) as they determine the risk of nuclear power plant accidents. I present a conceptual model of society that emerges from the case study as students struggle to operationalize the concept of impact of nuclear power plant accidents. Findings suggest that the relationship between content knowledge and mathematical knowledge is complex. Finally, this research shows how authentic tasks in the mathematics classroom can be used to foster students' sense of citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01