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Integrated reasoning about statistical variation: secondary teachers’ development of foundational understandings. (English)
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). 249-259 (2016).
Summary: This phenomenological study investigates factors identified by secondary statistics teachers as deepening their understandings of statistical variation. Framed by a perspectives framework for reasoning about variation and transformative learning theory, this study identifies factors for teachers who exhibited integrated reasoning about variation within design, data centric, or modeling perspectives or across perspectives. Analysis revealed factors such as engagement in rational discourse and with tasks and activities that attend to fundamental statistical concepts and principles and distinctions among factors within each perspective. This work contributes to understanding circumstances conducive to developing deep understandings of statistical content.
Classification: K40 C39 K70
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