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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/6807
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dc.contributor.authorReading, Christine Een
dc.contributor.authorReid, Jacquelineen
local.source.editorEditor(s): Chris Readingen
dc.date.accessioned2010-10-29T15:37:00Z-
dc.date.issued2010-
dc.identifier.citationData and context in statistical education: Towards an evidence-based society - Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8)en
dc.identifier.isbn9789077713549en
dc.identifier.urihttps://hdl.handle.net/1959.11/6807-
dc.description.abstractThere 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.en
dc.languageenen
dc.publisherInternational Association for Statistical Education (IASE) & International Statistical Institute (ISI)en
dc.relation.ispartofData and context in statistical education: Towards an evidence-based society - Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8)en
dc.titleReasoning about variation: Rethinking theoretical frameworks to inform practiceen
dc.typeConference Publicationen
dc.relation.conferenceICOTS 8: 8th International Conference on Teaching Statisticsen
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
dc.subject.keywordsHigher Educationen
local.contributor.firstnameChristine Een
local.contributor.firstnameJacquelineen
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930302 Syllabus and Curriculum Developmenten
local.subject.seo2008930201 Pedagogyen
local.profile.schoolSiMERRen
local.profile.schoolSchool of Science and Technologyen
local.profile.emailcreading@une.edu.auen
local.profile.emailjreid3@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20101029-150418en
local.date.conference11th - 16th July, 2010en
local.conference.placeLjubljana, Sloveniaen
local.publisher.placeLjubljana, Sloveniaen
local.identifier.runningnumberpaper 8E2en
local.peerreviewedYesen
local.title.subtitleRethinking theoretical frameworks to inform practiceen
local.contributor.lastnameReadingen
local.contributor.lastnameReiden
dc.identifier.staffune-id:creadingen
dc.identifier.staffune-id:jreid3en
local.profile.orcid0000-0001-6906-7965en
local.profile.orcid0000-0002-5193-3818en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:6968en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleReasoning about variationen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.stat.auckland.ac.nz/~iase/publications/icots8/ICOTS8_8E2_READING.pdfen
local.conference.detailsICOTS 8: 8th International Conference on Teaching Statistics, Ljubljana, Slovenia, 11th - 16th July, 2010en
local.search.authorReading, Christine Een
local.search.authorReid, Jacquelineen
local.uneassociationUnknownen
local.year.published2010en
local.date.start2010-07-11-
local.date.end2010-07-16-
Appears in Collections:Conference Publication
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)
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