Principles of Instructional Design for Supporting the Development of Students’ Statistical Reasoning
By Paul Cobb, K. McClain. 2004
101 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/4276053855f1f533f2188e55d906a04488be64a4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Dani Ben-Zvi
- Joan Garfield
- C. Reading
- A. Zieffler
- R. delMas
- Michelle Hood
- David L. Neumann
- M. Pfannkuch
In Statistics and Probability
- Dani Ben-Zvi
- Joan Garfield
- A. Zieffler
- R. delMas
- C. Reading
- M. Pfannkuch
- Michelle Hood
- David L. Neumann
Citations in the corpus
- Developing Teachers’ Statistical Thinking (2011, methodology): “Whatever the theoretical stance these various courses use, some basic principles of instructional design are evident and are similar to those described by Cobb and McClain (2004) .”
- USING REAL-LIFE DATA WHEN TEACHING STATISTICS: STUDENT PERCEPTIONS OF THIS STRATEGY IN AN INTRODUCTORY STATISTICS COURSE (2013, background): “It is also important that the statistics calculated from the data set will illustrate effectively the statistical concept being taught (Cobb & McClain, 2004; Scheaffer, 2001).”
- A FRAMEWORK TO SUPPORT RESEARCH ON INFORMAL INFERENTIAL REASONING5 (2008, background): “Activity-based learning that requires social interaction and the negotiation of meaning can facilitate the development of informal knowledge (Cobb & McClain, 2004; Cobb, Yackel, & Wood, 1992; Mack, 1995).”