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It’s a good score! Just looks low: Using data-driven argumentation to engage students in reasoning about and modelling variability
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In: CERME11 ; Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) ; https://hal.archives-ouvertes.fr/hal-02411589 ; Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht University, Feb 2019, Utrecht, Netherlands ; www.cerme11.org (2019)
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Abstract:
International audience ; This paper describes senior high school students’ different ways of reasoning about and modelling variability, drawn from the initial phase of an ongoing study. A group of 26 Thai Grade 12 students was engaged in a statistical investigation by addressing a socially open-ended problem based on an unsorted set of varying test scores. Through engagement with this problem, students were able to experience data-driven argumentation and data modelling. From analyzing the answers provided by participants, four different categories of reasoning about variability (i.e., value-relation, magnitude-comparative, proportional, and distributional reasoning) and 11 ways of modelling variability in the context of the given situation were identified. The study also revealed that participants are somehow good proportional reasoners in general, but weak distributional ones.
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Keyword:
[MATH]Mathematics [math]; [SHS.EDU]Humanities and Social Sciences/Education; Argumentation; reasoning about variability; socially open-ended problems; statistical investigations; variability modelling
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URL: https://hal.archives-ouvertes.fr/hal-02411589/document
https://hal.archives-ouvertes.fr/hal-02411589/file/TWG05_14.pdf
https://hal.archives-ouvertes.fr/hal-02411589
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