This research examines the way in which 9th graders learn about and come to understand data distribution and the related statistical notions of center and spread measures. In the study discussed herein the students in question identify and then collaborate to address the problems affecting their community. Using two sample groups, the students examine and make inferences about how the existing socioeconomic structure of their community affects nutrition. From the data gathered I find that cooperative work on a problem that is culturally relevant and meaningful to the students who propose it aids comprehension and recognition of data distribution and its measures.
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Yury M. Rojas (Colombia)