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ERIC Number: EJ845051
Record Type: Journal
Publication Date: 2009-May
Pages: 25
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-1570-1824
Modeling the Growth of Students' Covariational Reasoning during an Introductory Statistics Course
Zieffler, Andrew S.; Garfield, Joan B.
Statistics Education Research Journal, v8 n1 p7-31 May 2009
This study examined students' development of reasoning about quantitative bivariate data during a one-semester university-level introductory statistics course. There were three research questions of interest: (1) What is the nature, or pattern of change in students' development in reasoning throughout the course?; (2) Is the sequencing of quantitative bivariate data within the course associated with differences in the pattern of change in reasoning?; and (3) Are changes in reasoning about foundational concepts of distribution associated with differences in the pattern of change? Covariational and distributional reasoning were measured four times during the course, across four cohorts of students. A linear mixed-effects model was used to analyze the data, revealing some interesting trends and relationships regarding the development of covariational reasoning. (Contains 4 tables and 3 figures.)
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