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ERIC Number: EJ1065641
Record Type: Journal
Publication Date: 2015-May
Pages: 30
Abstractor: As Provided
ISSN: EISSN-1570-1824
Using Guided Reinvention to Develop Teachers' Understanding of Hypothesis Testing Concepts
Dolor, Jason; Noll, Jennifer
Statistics Education Research Journal, v14 n1 p60-89 May 2015
Statistics education reform efforts emphasize the importance of informal inference in the learning of statistics. Research suggests statistics teachers experience similar difficulties understanding statistical inference concepts as students and how teacher knowledge can impact student learning. This study investigates how teachers reinvented an informal hypothesis test for categorical data through the framework of guided reinvention. We describe how notions of variability help bridge the development from informal to formal understandings of empirical sampling distributions and procedures for constructing statistics and critical values for conducting hypothesis tests. A product of this paper is a hypothetical learning trajectory that statistics educators could utilize as both a framework for research and as an instructional tool to improve the teaching of hypothesis testing.
International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A