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Title: Students' Construction of Meanings about the Co-ordination of the Two Epistemological Perspectives on Distribution
Contributor(s): Prodromou, Theodosia  (author)orcid 
Publication Date: 2012
DOI: 10.5539/ijsp.v1n2p283
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Abstract: The importance of the connection between theoretical frequencies and observed relative frequencies in pedagogy is advocated by various probabilistic researchers. This study examines an associated area of importance to mathematical education. Little is known about the process by which the co-ordination of the data-centric and modelling perspectives on distribution might be achieved. The focus of this paper is on variation in students' (aged 14 to 15 years) evolving meanings about the co-ordination of two distinct epistemological perspectives on distribution. Extracts from two case studies illustrate students' construction of two interpretations for the two perspectives on distribution through their attempts to transform, directly or indirectly, the specific modelling distribution, and observing how that changes a graph/histogram of the actual outcomes. This is done by using on-screen control mechanisms to change the way that the computer generates the data within a carefully designed computer simulation.
Publication Type: Journal Article
Source of Publication: International Journal of Statistics and Probability, 1(2), p. 283-300
Publisher: Canadian Center of Science and Education
Place of Publication: Toronto, Canada
ISSN: 1927-7032
Field of Research (FOR): 130399 Specialist Studies in Education not elsewhere classified
010499 Statistics not elsewhere classified
Socio-Economic Outcome Codes: 930199 Learner and Learning not elsewhere classified
930102 Learner and Learning Processes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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