10th International
Conference on
Teaching Statistics
8 – 13 July 2018
Kyoto, Japan
Contributed paper list

Contributed Paper C106


Access to professors’ dominant conceptions through metaphors


Corinne Hahn (France)


Statistical concepts often have multiple faces and deep understanding of these concepts requires combining these different perspectives.

The teachers who teach statistics in social sciences curricula have very different backgrounds. It is likely that they have constructed different conceptions of statistical concepts.

The question is whether this variety of backgrounds leads them to implicitly favor one of the dimensions of the concepts when they teach.

The protocol for the exploratory research I will present involves five steps:

1. Selection of statistical concepts

2. Identification of the different perspectives from the literature

3. Selection of metaphors, used to teach these concepts, that can be associated with their different faces

4. Pictorial representations of these metaphors

5. Semi-structured interviews of professors who teach statistics in a business school.