AN EMERGING HIERARCHY OF REASONING ABOUT DISTRIBUTION: FROM A VARIATION PERSPECTIVE5

By C. Reading, J. Reid. 2006

65 citations recorded by the source corpus.

Recent research into students’ reasoning about variation refers specifically to notions of distribution that emerge. This paper reports on research where written responses, from tertiary introductory statistics students, were coded according to the level of consideration of variation. A hierarchy of reasoning about distribution is proposed, based on the notions of distribution that were evident in these responses. The hierarchy reflects students’ progression from describing key elements of distribution to linking them for comparison and inference. The proposed hierarchy provides researchers with an emerging framework of students’ reasoning about distribution. The research also highlights that educators need to be aware that, without a well developed consideration of variation, students’ ability to reason about distribution will be hampered.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/db025aae15ec5c35e77f4370c8f75672ec7a7599

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. R. Hassad

In Statistics and Probability

1. Dani Ben-Zvi
2. Joan Garfield
3. Jere Confrey
4. R. Hassad
5. Sibel Kazak
6. Arthur Bakker
7. K. Makar
8. Esma Emmioglu

Citations in the corpus

• How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “…to understand statistical ideas such 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.…”