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

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