Learning About Statistical Covariation

By Paul Cobb, K. McClain, K.P.E. Gravemeijer. 2003

211 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b995561b15051aae4f002b5ad550215dbde283ec

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Citations in the corpus

An interpretive scheme for analyzing the identities that students develop in mathematics classrooms (2009, background): “We were in fact initially surprised by the students' responses, as there were significant differences in the sophistication of the data-based arguments that they produced throughout the experiment (Cobb et al., 2003).”
Should Young Students Learn About Box Plots? (2004, methodology): “Cobb, McClain, and Gravemeijer (2003) observed that the eighth graders in their teaching experiment, who had considerable experience with data analysis using the three Minitools (37 class periods in grade 7 and 41 in grade 8), considered the median mainly as a cut point in the data and not as a…”
The challenge of developing statistical literacy, reasoning and thinking (2004, background): “have led researchers like Cobb et al. (1991) and Resnick (1983) to advocate the need”
How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “…school children’s understanding of data analysis has been conducted by mathematics education researchers who have focused their studies on foundational concepts and their interconnections, such as data, distribution, centre and variability (e.g. Cobb et al., 2003b; Bakker & Gravemeijer, 2004).”
Lessons from Inferentialism for Statistics Education (2011, background): “One way to do so is by supporting students' understanding of the distribution of a data set at the middle school level (see also Bakker, 2004b ; Cobb, McClain, & Gravemeijer, 2003 ; Petrosino, Lehrer, & Schauble, 2003 ; Russell & Corwin, 1989 ) and even primary school level ( Ben-Zvi & Sharett-A”
Principles of Instructional Design for Supporting the Development of Students’ Statistical Reasoning (2004, background): “It is also worth noting that when we began the follow-up design experiment with some of the same students nine months later, there was no regression in their statistical reasoning (Cobb et al., 2003).”
REASONING ABOUT SHAPE AS A PATTERN IN VARIABILITY (2004, background): “In the research of Cobb, McClain, and Gravemeijer (2003) , students came to reason with “hills” to indicate “majorities” of data sets, which are informal terms to describe the hill shape of data sets and areas in graphs where most data points seemed to be. Bakker and Gravemeijer (2004) report that ”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “3 For ease of readability, interest development is discussed throughout this text at the level of the individual; however, interest also develops in groups and between individuals (see Cobb, McClain, & Gravenmeijer, 2003 ; Pressick-Kilborn & Walker, 2002 , for examples).”