Learning about Statistical Covariation

Item

Title: Learning about Statistical Covariation
Abstract/Description: In this article, we report on a design experiment conducted in an 8th grade classroom that focused on students' analysis of bivariate data. Our immediate goal is to document both the actual learning trajectory of the classroom community and the diversity in the students' reasoning as they participated in the classroom mathematical practices that constituted this trajectory. On a broader level, we also focus on the learning of the research team by documenting the conjectures about the students' statistical learning and the means of supporting it that the research team generated, tested, and revised on-line while the experiment was in progress. In the final part of the article, we synthesize the results of this learning by proposing a revised learning trajectory that can inform design and instruction in other classrooms. In doing so, we make a contribution to the cumulative development of a domain-specific instructional theory for statistical data analysis.
Author/creator: Cobb, Paul; McClain, Kay; Gravemeijer, Koeno
Date: 2003
In publication: Cognition and Instruction
Volume: 21
Issue: 1
Pages: 1-78
Resource type: Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
IRE Approach/Concept: Design Experiments
Language: en
Open access/full-text available: en No
Peer reviewed: en Yes
ISSN: 0737-0008
DOI: 10.1207/S1532690XCI2101_1
URL: Publisher Webpage
Grant funding: National Science Foundation (NSF); Office of Educational Research and Improvement (OERI)
Grant number: NSF Grant #REC 9814898; OERI Grant #R305A60007
Citation: Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about Statistical Covariation. Cognition and Instruction, 21(1), 1–78. JSTOR. https://doi.org/10.1207/S1532690XCI2101_1
Archive: JSTOR

Annotations

There are no annotations for this resource.