Statistical Modeling Processes through the Lens of Instrumental Genesis

Autor/inn/en	van Dijke-Droogers, Marianne; Drijvers, Paul; Bakker, Arthur
Titel	Statistical Modeling Processes through the Lens of Instrumental Genesis
Quelle	In: Educational Studies in Mathematics, 107 (2021) 2, S.235-260 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Dijke-Droogers, Marianne) ORCID (Drijvers, Paul) ORCID (Bakker, Arthur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-020-10023-y
Schlagwörter	Statistics Education; Statistical Analysis; Computer Uses in Education; Concept Formation; Secondary School Students; Mathematics Instruction; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Statistische Analyse; Computernutzung; Concept learning; Begriffsbildung; Sekundarschüler; Mathematics lessons; Mathematikunterricht
Abstract	Digital technology is indispensable for doing and learning statistics. When technology is used in mathematics education, the learning of concepts and the development of techniques for using a digital tool are known to intertwine. So far, this intertwinement of techniques and conceptual understanding, known as instrumental genesis, has received little attention in research on technology-supported statistics education. This study focuses on instrumental genesis for statistical modeling, investigating students' modeling processes in a digital environment called TinkerPlots. In particular, we analyzed how emerging techniques and conceptual understanding intertwined in the instrumentation schemes that 28 students (aged 14-15) develop. We identified six common instrumentation schemes and observed a two-directional intertwining of emerging techniques and conceptual understanding. Techniques for using TinkerPlots helped students to reveal context-independent patterns that fostered a conceptual shift from a model "of" to a model "for." Vice versa, students' conceptual understanding led to the exploration of more sophisticated digital techniques. We recommend researchers, educators, designers, and teachers involved in statistics education using digital technology to attentively consider this two-directional intertwined relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01