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Statistically, technologically, and contextually provocative tasks: supporting teachers’ informal inferential reasoning. (English)
Math. Think. Learn. 13, No. 1-2, 109-131 (2011).
Summary: Recent studies have highlighted the potential importance of informal inferential reasoning (IIR) in supporting learners’ general statistical reasoning. This paper presents a framework based on a retrospective analysis of design research in the context of technology-rich statistical professional learning experiences for high school mathematics teachers. The framework was developed to understand elements of the tasks‒identified as statistically, contextually, and/or technologically provocative‒that appeared to trigger the teachers’ engagement and IIR. Characteristics that make a task provocative and how tasks may interact to impact learning are explored and connected to theories including expectation failure and epistemological obstacles. (Contains 1 table and 6 figures.) (ERIC)
Classification: B50 K79
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