This paper is from Session 8A: Research on developing students’ reasoning using simulation methods for introductory statistical inference: Session I

which comes under Topic 8: Research in statistics education

Students’ visual reasoning and the randomization test

Presenter

• Stephanie Budgett (University of Auckland, New Zealand)

Co-author

• Chris Wild (University of Auckland, New Zealand)

Abstract

The traditional approach to teaching statistical inference limits students’ reasoning to mathematical manipulations. Cobb (2007) advocated the use of simulation methods for introductory statistical inference. In this paper, the dynamic visual simulations we use for introductory statistics for experiment-to-causation inference are briefly described. Using data from recent research, two students’ reasoning is analysed; one in response to being asked to use visual inference tools to analyse data from a randomized experiment, the other being asked to visualize the simulation process. Our findings suggest that the dynamic visualizations are becoming part of these students’ cognitive processes for understanding experiment-to-causation inference. Remaining issues that arose in students’ reasoning will be discussed.