Reading, Christine E

Reid, Jacqueline

2010

There has been an increasing focus in recent years on theoretical frameworks to describe cognitive development of statistical concepts. There is now a need to encourage the use of these frameworks to inform practice in the teaching and learning of statistics. This paper focuses on frameworks that describe the levels of cognitive development of the concept of variation. Recent research proposing theoretical frameworks on, or referring to, reasoning about variation are synthesised. Discussion follows on the use of theoretical frameworks to inform the teaching and learning cycle for statistics courses, especially the design of curriculum, learning activities and assessment tasks.

Data and context in statistical education: Towards an evidence-based society - Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8)

9789077713549

https://hdl.handle.net/1959.11/6807

en

International Association for Statistical Education (IASE) & International Statistical Institute (ISI)

Reasoning about variation: Rethinking theoretical frameworks to inform practice

Conference Publication

Publication