REASONING ABOUT SHAPE AS A PATTERN IN VARIABILITY

By Arthur Bakker. Statistics Education Research Journal, 2004

130 citations recorded by the source corpus.

This paper examines ways in which coherent reasoning about key concepts such as variability, sampling, data, and distribution can be developed as part of statistics education. Instructional activities that could support such reasoning were developed through design research conducted with students in grades 7 and 8. Results are reported from teaching experiment with grade 8 students that employed two instructional activities in order to learn more about their conceptual development. A „growing a sample“ activity had students think about what happens to the graph when bigger samples are taken, followed by an activity requiring reasoning about shape of data. The results suggest that the instructional activities enable conceptual growth. Last, implications for teaching, assessment and research are discussed. First published November 2004 at Statistics Education Research Journal Archives

Subfields: Computer Vision and Pattern Recognition, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/587a2c8420c789f127d9716bdb6d0c56eb7e29bd

How researchers see this paper

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

In Computer Vision and Pattern Recognition

1. M. Pfannkuch
2. C. Reading
3. J. Reid
4. Jan Derry
5. Joan Garfield
6. K. Makar
7. M. Regan
8. Nicholas J. Horton

In Statistics and Probability

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

Citations in the corpus

• A FRAMEWORK TO SUPPORT RESEARCH ON INFORMAL INFERENTIAL REASONING5 (2008, methodology): “Bakker (2004) referred to this type of prediction as “growing a sample” and used the following task in a teaching experiment with eighth grade students in the Netherlands.”
• How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, unknown): “…as data (e.g. Ben-Zvi & Arcavi, 2001), distribution (Watson, 2005); Pfannkuch, 2006; Prodromou & Pratt, 2006; Reading & Reid, 2006), variability (Bakker, 2004; Ben-Zvi, 2004b; Hammerman & Rubin, 2004; Reading, 2004; delMas & Liu, 2005), and probability (e.g. Abrahamson et al., 2006; Pratt,…”
• AN EMERGING HIERARCHY OF REASONING ABOUT DISTRIBUTION: FROM A VARIATION PERSPECTIVE5 (2006, methodology): “Other researchers (Bakker, 2004; Ben-Zvi, 2004; Makar & Confrey, 2003) have also closely linked reasoning about variation and distribution, with Bakker (2004, p. 81) calling for more research to clarify how students can develop their informal notions of centre, clumps, spread, and shapes, into more…”
• The Role of Context in Developing Informal Statistical Inferential Reasoning: A Classroom Study (2011, methodology): “Such research engages researchers in improving education, provides results that can be readily used by practitioners, and offers opportunities to develop empirically grounded instruction theories (Bakker, 2004a).”
• Young children's explorations of average through informal inferential reasoning (2014, background): “There are concerns, however, that by introducing it into school curriculum, informal statistical inference may be reified to become the next “meanmedianmode” (Bakker 2004; Friel et al. 2006).”
• Lessons from Inferentialism for Statistics Education (2011, methodology): “As illustrated in this paper, such an approach to ISI means students are necessarily engaged in informal reasoning with concepts under development (cf. Radford, 2003).”
• Telling Data Stories: Essential Dialogues for Comparative Reasoning (2010, methodology): “Informal inferential reasoning is currently recognized as an area that needs to be urgently addressed by researchers as they seek to build up students‟ understandings of some of the big ideas of statistics (e.g., Bakker, 2004; Ben-Zvi, 2006; Ainley & Pratt, 2007; Konold & Kazak, 2008).”