id: 06617461
dt: a
an: 2016e.00886
au: Ben-Zvi, Dani; Aridor-Berger, Keren
ti: Children’s wonder how to wander between data and context.
so: Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics.
International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk;
978-3-319-23470-0/ebook). 25-36 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: K43
ut: data; context; statistical reasoning; growing samples; informal statistical
inference; informal inferential reasoning; statistics education
ci:
li: doi:10.1007/978-3-319-23470-0_3
ab: Summary: The knowledge and application of the problem context and its
relation to data analysis is a key component in the development of
students’ informal inferential reasoning. This case study analyzes
children’s emergent understanding of the relationship between the
context world and the data world while making informal statistical
inferences in an inquiry-based learning environment using TinkerPlots.
We focus on two fifth-grade students (aged 11) who participated in the
2010 Connections design experiment in Israel. We observe and analyze
their first steps in the two worlds ‒ data and context ‒ in growing
samples investigations. They developed gradually and inconsistently an
understanding of making informal inferences considering both context
and data. They moved from an initial conception of context and data as
separate entities to two interconnected and relevant dimensions. We
finally discuss this development and what might have supported it.
rv: