comparing box plot
distributions:
A
teacher’s reasoning
Maxine Pfannkuch
The University of
m.pfannkuch@auckland.ac.nz
ABSTRACT
Drawing conclusions from the comparison of datasets using informal statistical inference is a challenging task since the nature and type of reasoning expected is not fully understood. In this paper a secondary teacher’s reasoning from the comparison of box plot distributions during the teaching of a Year 11 (15-year-old) class is analyzed. From the analysis a model incorporating ten distinguishable elements is established to describe her reasoning. The model highlights that reasoning in the sampling and referent elements is ill formed. The methods of instruction, and the difficulties and richness of verbalizing from the comparison of box plot distributions are discussed. Implications for research and educational practice are drawn.
Keywords: Statistics education research;
Box plots; Distributional reasoning; Secondary statistics teaching; Informal
statistical inference
__________________________
Statistics Education Research
Journal, 5(2), 27-45, http://www.stat.auckland.ac.nz/serj
Ó International Association for Statistical Education (IASE/ISI), November, 2006
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Maxine Pfannkuch
Department of Statistics
The
Private Bag 92019
Auckland, New Zealand