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Title: Informal Inferential Reasoning: Interval Estimates of Parameters
Contributor(s): Prodromou, Theodosia  (author)orcid 
Publication Date: 2013
DOI: 10.5539/ijsp.v2n2p136
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Abstract: This research examined the informal inferential reasoning of senior secondary school students (age 17) when engaged in a computer-simulated sampling activity calling for the estimation of population parameters. The students undertook a task involving interval estimation of parameters within a computer-simulated environment. The research observed the students while they made and then explained their parameter estimates in order to better understand how the students formed the interval estimates, with particular attention to different strategies they adopted in forming these estimates. Activities involved sampling and estimating across three different sample size situations followed by a reflection stage to compare the estimates. Results of the analysis of the discussion between the students and the researcher during the students' activities are presented. A number of strategies for forming an interval estimate emerged. The students experimented with choosing different strategies for forming the interval estimate when a new sample (observed values) was drawn. The research findings are useful for informing the teaching of interval estimation to school-aged students.
Publication Type: Journal Article
Source of Publication: International Journal of Statistics and Probability, 2(2), p. 136-152
Publisher: Canadian Center of Science and Education
Place of Publication: Toronto, Canada
ISSN: 1927-7040
Field of Research (FoR) 2008: 010499 Statistics not elsewhere classified
130202 Curriculum and Pedagogy Theory and Development
139999 Education not elsewhere classified
Field of Research (FoR) 2020: undefined
390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
930103 Learner Development
930199 Learner and Learning not elsewhere classified
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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