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This paper presents a case study of two students aged 14-15, as they attempt to make sense of distribution, adopting a range of causal meanings for the variation observed in the animated computer display and in the graphs generated by the simulation. The students' activity is analysed through dimensions of complex causality. The results indicate support for our conjecture that carefully designed computer simulations can offer new ways for harnessing causality to facilitate students' meaning-making for variation in distributions of data. In order to bridge the deterministic and the stochastic, the students transfer agency to specially designed active representations of distributional parameters, such as average and speed. |
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