Probability and Statistical Inference: How Can Teachers Enable Learners to Make the Connection?

By M. Pfannkuch. 2005

49 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2a884893b7b9c5ae500ab9ff800e5dbb125cd9c1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Dani Ben-Zvi
2. Joan Garfield
3. K. Makar
4. Chris Wild
5. C. Reading
6. M. Regan
7. Nicholas J. Horton
8. A. Zieffler

In Statistics and Probability

1. Dani Ben-Zvi
2. Joan Garfield
3. M. Pfannkuch
4. K. Makar
5. Chris Wild
6. Nicholas J. Horton
7. M. Regan
8. A. Zieffler

Citations in the corpus

• How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “Merely repeating and reviewing tasks is unlikely to lead to improved skills or deeper understanding (e.g. Watson, 2004; Watson & Shaughnessy, 2004; Pfannkuch, 2005).”
• COMPARING BOX PLOT DISTRIBUTIONS: A TEACHER’S REASONING (2006, background): “The sampling reasoning element is presented by the teacher via thought-simulations rather than by empirical simulations in which students could actually experience the variability of samples drawn from populations (Pfannkuch, 2005).”
• A FRAMEWORK TO SUPPORT RESEARCH ON INFORMAL INFERENTIAL REASONING5 (2008, methodology): “Several papers have been presented and published in the past few years that describe ‘informal statistical inference’ and ‘informal inferential reasoning’ (e.g., Pfannkuch, 2005).”
• The Role of Context in Developing Informal Statistical Inferential Reasoning: A Classroom Study (2011, background): “After the first exploratory study, Pfannkuch (2005) became concerned about how grade 11 (15-year-olds) students were drawing inferences from the comparison of box plots and the justifications that they were giving for their conclusions.”
• Young children's explorations of average through informal inferential reasoning (2014, background): “Neither does it address the difficult task of how to support teachers in creating an inquiry-based classroom (Makar 2011) nor in helping teachers to support students' informal inferential reasoning (Pfannkuch 2005).”
• Telling Data Stories: Essential Dialogues for Comparative Reasoning (2010, background): “Pfannkuch (2005) found that the students were basing their conclusions that condition A tended to have bigger values than condition B by: comparing the medians only; comparing corresponding five-number summary statistics; using the fact that 75% of the data from condition A is above a particular…”