Abstract
This paper presents the results of a teaching experiment to enhance 9th-grade students’ understanding of informal statistical inference (ISI). The teaching experiment was conducted to evaluate and revise a hypothetical learning trajectory (HLT) as a step towards an empirically and theoretically based HLT-design for ISI. The challenge was to invite young students, inexperienced with sampling, to making statistical inferences without knowledge of formal probability theory. In this trajectory, the students proceeded from a first experience with sampling physical objects, through an understanding of sampling variation and resampling, to reasoning with sampling distribution. The results of the intervention suggest that young students can informally interpret sample data with corresponding uncertainty. Engaging in concrete sampling, in simulations and in deepening whole-class discussions seem essential parts of this HLT-design.
Original language | English |
---|---|
Title of host publication | Proceedings of the Re(s)sources 2018 International conference |
Editors | Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche |
Place of Publication | Lyon |
Publisher | École Normale Supérieure de Lyon |
Pages | 348-351 |
Number of pages | 4 |
Publication status | Published - Apr 2018 |
Keywords
- Informal Statistical Inference
- Hypothetical Learning Trajectory
- TinkerPlots