This paper is from Session 3D: Learning to use context in teaching statistics at school and tertiary level

which comes under Topic 3: Learning to teach statistics

Other papers under session 3D ... 3D2: Structuring contexts for statistical treatment: initializing... 3D3: Educational versions of authentic practices as contexts to teach...

(Tuesday 13th, 11:00-12:30)

The multiple roles of context in the development of students’ informal inferential reasoning

Presenter

• Dani Ben-Zvi (University of Haifa, Israel)

Abstract

The multiple roles of context will be discussed in the setting of an extended development and research project in primary school. An inquiry-based technology-rich learning environment was designed to develop and study students’ reasoning about statistical inferences. Qualitative research methods are used to critically dissect the roles of context in the emergence of students’ statistical reasoning. Context is not perceived in isolation but rather as part of a complex network of themes, such as inquiry and reasoning norms, statistical concepts and tools, beliefs and expectations, and meaning making and explanations. For example: Context is utilized by the students when they search for interesting and intriguing inquiry theme; context provides linguistic scaffolds for sense making of the data; context provides the basis for students' expectations regarding the situation, which are compared with the results of the data analysis and may give rise to building critical stance towards inferences and statistical concepts.

Other papers under session 3D ... 3D2: Structuring contexts for statistical treatment: initializing... 3D3: Educational versions of authentic practices as contexts to teach...