Students’ Reasoning about Variability When Comparing Two Sets of Data from the Perspective of Commognitive

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Instruction Pub Date : 2023-10-01 DOI:10.29333/iji.2023.16459a

Desi Rahmatina, Toto Nusantara, I Nengah Parta, Hery Susanto

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引用次数: 0

Abstract

This study aims to explore students’ reasoning about variability when they compare two groups of data from the perspective of commognitive. The task contains two questions, namely comparing the distribution of the patient’s recovery time in the two treatments and choosing one of the two treatments that the patient should use. Data on the assignment were given in the form of ogive graphs. Interviews were conducted to get in-depth information about students’ reasoning on variability. Fifty-nine mathematics education students were involved in this study (16 male and 43 female). The students have studied material about measures of dispersion. Eight of them were chosen as the subjects of the study. The assignment was given to the students to be completed by thinking aloud. Data on the assignment were given in the form of ogive graphs. The finding of this study was that there are four categories of students' reasoning when they interpret variability, namely quantitative, confirmation, single center point, and informal categories. The educators can introduce students to various types of data displays that can foster the development of students' reasoning about variability. Further research can be carried out by assessing students' reasoning about the variability of various levels of education.

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从交际学的角度看学生对两组数据比较的变异性推理

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-

自引率

38.90%

发文量

244

审稿时长

12 weeks

期刊介绍： nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.