Statistical reasoning of middle school children engaged in survey inquiry

The case study examined two groups of grade 7 students as they engaged in four inquiry phases: posing a question and collecting, analyzing, and representing data. Previous studies reported analyses of statistical reasoning on a single inquiry phase. Our goal was to identify the modes of statistical...

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Bibliographic Details
Published in:Contemporary educational psychology 2007-10, Vol.32 (4), p.630-666
Main Authors: Lavigne, Nancy C., Lajoie, Susanne P.
Format: Article
Language:English
Subjects:
Adolescent
Biological and medical sciences
Case Studies
Cognition
Cognition. Intelligence
Content Analysis
Data Analysis
Data Collection
Developmental psychology
Educational psychology
Elementary Secondary Education
Fundamental and applied biological sciences. Psychology
Grade 7
Group Discussion
Inquiry
Mathematical Logic
Mathematics education
Mathematics Skills
Mathematics Teachers
Middle school
Middle School Students
Middle Schools
Miscellaneous
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Questioning Techniques
Reasoning. Problem solving
Statistical Analysis
Statistical reasoning
Statistics
Thinking
Thinking Skills
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Summary:The case study examined two groups of grade 7 students as they engaged in four inquiry phases: posing a question and collecting, analyzing, and representing data. Previous studies reported analyses of statistical reasoning on a single inquiry phase. Our goal was to identify the modes of statistical reasoning displayed during group discussions in all phases as children designed and conducted their own inquiry. A content analysis of audio and video recorded discussions yielded 10 statistical reasoning modes: six relate to Garfield and Gal’s [Garfield, J., Gal, I. (1999). Teaching and assessing statistical reasoning. In L. V. Stiff, & F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12. 1999 Yearbook (pp. 207–219). Reston, VA: National Council of Teachers of Mathematics] statistical reasoning types involved in the collection, analysis, and representation of data and four modes deal with an aspect of inquiry not exclusively focused upon in the literature on statistical reasoning—i.e., the problem-posing phase. Although students’ reasoning reflected an incomplete understanding of statistics they serve as building blocks for instruction.
ISSN:0361-476X
1090-2384
DOI:10.1016/j.cedpsych.2006.09.001