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
Date
In publication
Volume
21
Issue
1
Pages
1-78
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
IRE Approach/Concept
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0737-0008
Grant funding
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
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