探索早期统计学中的非正式统计推断:三年级学生的学习轨迹

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-07-31 DOI:10.52041/serj.v22i2.426

Soledad Estrella, Maritza MÉNDEZ-REINA, Pedro Vidal-Szabó

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引用次数: 0

摘要

最近的研究表明，通过非正式统计推理(ISI)的研究，在教授程序和正式计算之前，支持对推理概念的渐进理解是有益的。为了促进统计早期学习和教学的知识增长，特别是关于非正式推理推理(IIR)的发展，我们设计了一个学习轨迹(LT)，用于解决K-4学生(5至9岁)的ISI。这篇文章详细描述了课堂教学的一部分，其中向三年级学生(n = 12)介绍了抽样、频率分布、随机性和抽样变化，以及在在线课程中培养数据感。这种类型的教学结果表明，在有趣的环境中创造和收集真实的数据，以及对数据进行探索性分析，作为利用IIR特定方面的先驱，促进了IIR成分在学生口头和书面非正式推理中的整合进展。

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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EXPLORING INFORMAL STATISTICAL INFERENCE IN EARLY STATISTICS: A LEARNING TRAJECTORY FOR THIRD-GRADE STUDENTS

Recent research suggests the benefits of supporting a progressive understanding of concepts of inference prior to the teaching of procedures and formal calculations through the study of informal statistical inference (ISI). To contribute to the growing knowledge about the early learning and teaching of statistics, particularly regarding the development of informal inferential reasoning (IIR), we designed a learning trajectory (LT) that addresses ISI in K–4 students (ages 5 to 9 years). This article describes part of the LT in detail, in which third-grade students (n = 12) were introduced to sampling, frequency distribution, randomness and sampling variation as well as to developing a data sense in online lessons. The results of this type of teaching show that the creation and collection of authentic data in a playful context, together with an exploratory analysis of the data as a precursor to utilizing aspects specific to IIR, promoted the integration progress of IIR components in the oral and written informal inferences of students.

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.