Students’ Tool-Shaped Conceptualisation of the Idea of Statistical Distributions: The Case of Frida-Reference-Cited by-同舟云学术

Students’ Tool-Shaped Conceptualisation of the Idea of Statistical Distributions: The Case of Frida

Published:2023-10-20 Issue: Volume: Page:
ISSN:
Container-title:
language:
Short-container-title:

Author:

Johansen Stine Gerster¹

Affiliation:

1. Aarhus University

Abstract

Abstract This paper presents a case study that explores digital experiences in statistics teaching within Danish lower secondary school, focusing on the development of students' statistical concepts. The study tracks the progress of a student named Frida, who engages with the digital tool Tinkerplots over the span of a year. During this period, Frida develops a unique 'plot-stack-drag' technique that significantly influences her conceptual development. Her routines with the tool not only support her in some instances but also create conflicts due to their impact on her personal goals and anticipations. This paper delves into the educational implications of the dialectical relationship between students' development of tool-based routines and their personal goals established during the process. The research findings highlight the profound impact of interactions between students and digital tools, such as Tinkerplots, on shaping students' understanding of statistical concepts. This underscores the importance of educators' heightened awareness of students' personal goals and expectations influenced by digital tools, which, in turn, opens the door to innovative learning opportunities.

Publisher

Research Square Platform LLC

Reference20 articles.

1. Bakker, A., & Gravemeijer, K. P. E. (2004). Learning to reason about distribution. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 147–168). Springer. https://doi.org/10.1007/1-4020-2278-6_7.

2. Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning about Statistical Distribution;Bakker A;Educational Studies in Mathematics,2005

3. Ben-Zvi, D., & Ben-Arush, T. (2014). EDA Instrumented Learning with TinkerPlots. 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. 193–208). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-03104-6_15.

4. Ben-Zvi, D., Gravemeijer, K., & Ainley, J. (2018). Design of Statistics Learning Environments. In D. Ben-Zvi, K. Makar, & J. Garfield (Eds.), International Handbook of Research in Statistics Education (pp. 473–502). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-319-66195-7.

5. Biehler, R., Ben-Zvi, D., Bakker, A., & Makar, K. (2013). Technology for enhancing statistical reasoning at the school level. In M. A. Clements, A. J. Bishop, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Third International Handbook of Mathematics Education (pp. 643–689). Springer. https://doi.org/10.1007/978-1-4614-4684-2_21.