Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Marianne van Dijke-Droogers, Paul Drijvers, Arthur Bakker
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Abstract

In our data-driven society, it is essential for students to become statistically literate. A core domain within Statistical Literacy is Statistical Inference, the ability to draw inferences from sample data. Acquiring and applying inferences is difficult for students and, therefore, usually not included in the pre-10th-grade curriculum. However, recent studies suggest that developing a good understanding of key statistical concepts at an early age facilitates the understanding of Statistical Inference later on. This study evaluates the effects of a Learning Trajectory for Statistical Inference on Dutch 9th-grade students’ Statistical Literacy. Theories on informal Statistical Inference and repeated sampling guided the Learning Trajectory’s design. For the evaluation, we used a pre-post research design with an intervention group (n = 267). The results indicated that students made significant progress on Statistical Literacy and on the ability to make inferences in particular, but also on the other domains of Statistical Literacy. To further interpret the learning gains of this group, we compared students’ results with national baseline achievements from a comparison group (n = 217) who followed the regular 9th-grade curriculum, and with international studies using similar test items. Both comparisons confirmed a significant positive effect on all domains of Statistical Literacy. These findings suggest that current statistics curricula for grades 7–9, usually with a strong descriptive focus, can be enriched with an inferential focus.

Abstract Image

统计推理学习轨迹对九年级学生统计素养的影响
在数据驱动的社会中,学生必须具备统计素养。统计素养的一个核心领域是统计推断,即从样本数据中得出推论的能力。对于学生来说,掌握和应用推论是一件困难的事情,因此通常不被纳入 10 年级前的课程。然而,最近的研究表明,从小培养学生对关键统计概念的良好理解,有助于他们日后对统计推断的理解。本研究评估了 "统计推理学习轨迹 "对荷兰九年级学生统计素养的影响。非正式统计推理和重复抽样理论为学习轨迹的设计提供了指导。在评估中,我们采用了干预组(n = 267)的前后研究设计。结果表明,学生在统计素养方面取得了显著进步,尤其是在推断能力方面,而且在统计素养的其他领域也取得了显著进步。为了进一步解释这组学生的学习成果,我们将学生的成绩与采用九年级常规课程的对比组(n = 217)的全国基线成绩进行了比较,并与采用类似测试项目的国际研究进行了比较。这两项比较都证实,学生在统计素养的所有领域都取得了显著的积极效果。这些研究结果表明,目前的 7-9 年级统计课程通常以描述性为主,可以通过推断性为重点来丰富课程内容。
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来源期刊
Mathematics Education Research Journal
Mathematics Education Research Journal EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.80
自引率
11.10%
发文量
30
期刊介绍: The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community.   The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.    The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region.  The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region.   The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.
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