Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning about Statistical Distribution

By Arthur Bakker, M. Hoffmann. 2005

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Embodied design: constructing means for constructing meaning (2009, background): “…formulate, store, convey, and mirror student expression – is closely aligned with design-based researchers' analytical and pragmatic objectives (Bakker & Hoffmann 2005): to better theorize the roles of mathematical objects in creating opportunities for mediated content learning and, so doing,…”
How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “These studies as well as others have suggested that students should be given repeated opportunities to compare and reason about multiple representations of the same data set (e.g. Bakker & Hoffmann, 2005).”
The Reasoning Behind Informal Statistical Inference (2011, background): “Peirce was a well-known American logician, mathematician, and philosopher with an interest in epistemology, whose pragmatist work is often drawn upon in educational research ( Bakker, 2007 ; Bakker & Hoffmann, 2005 ; Cunningham, Schreiber, & Moss, 2005 ; Prawatt, 1999 ).”