An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference

Author:

Bakker ArthurORCID,Ben-Zvi Dani,Makar Katie

Funder

Australian Research Council

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference50 articles.

1. Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23–38.

2. Arnold, P., Budgett, S., & Pfannkuch, M. (2013). Experiment-to-causation inference: the emergence of new considerations regarding uncertainty. Proceedings of the Eighth International Research Forum on Statistical Thinking, Reasoning and Literacy (srtl-8) (pp. 119–146). Two Harbors, MN: The University of Minnesota.

3. Bakker, A. (2014a). Characterising and developing vocational mathematical knowledge. Educational Studies in Mathematics, 86(2), 151–156.

4. Bakker. (2014b). Implications of technology on what students need to know about statistics. In T. Wassong, D. Frischemeier, P. R. Fischer, R. Hochmuth, & P. Bender (Eds.), Mit Werkzeugen Mathematik und Stochastik lernen—using tools for learning mathematics and statistics (pp. 143–152). Wiesbaden: Springer.

5. Bakker, A., & Akkerman, S.F. (2014). A boundary-crossing approach to support students’ integration of statistical and work-related knowledge. Educational Studies in Mathematics. http://link.springer.com/article/10.1007%2Fs10649-013-9517-z .

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