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This paper is from Session 2D: The use of technology to enhance the teaching of statistics at school level

which comes under Topic 2: Statistics education at the school level             Full topic list

(Friday 7th, 10:30-12:30)

Using technology to support diagrammatic reasoning about center and variation

Presenter

• Arthur Bakker (United Kingdom)

Co-authors

• Cliff Konold
• Jan Derry

Abstract

We conducted two design experiments aimed at engaging sixth graders (11 years old) in statistical reasoning about center and variation. We examine in particular students’ informal notion of a “modal clump.” Using Peirce’s concept of diagrammatic reasoning, we analyze the interplay of 1) making plots with TinkerPlots – a computer data analysis tool, 2) experimenting with those plots, and 3) developing a language to talk about features of the data sets as represented in the plots by reflecting on judgments. More generally, we draw on Brandom’s recent work in philosophy to argue that an “inferential” view should be privileged over a “referential” view of teaching and learning statistics.