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ERIC Number: EJ912317
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1098-6065
Statistically, Technologically, and Contextually Provocative Tasks: Supporting Teachers' Informal Inferential Reasoning
Madden, Sandra R.
Mathematical Thinking and Learning: An International Journal, v13 n1-2 p109-131 2011
Recent studies have highlighted the potential importance of informal inferential reasoning (IIR) in supporting learners' general statistical reasoning. This paper presents a framework based on a retrospective analysis of design research in the context of technology-rich statistical professional learning experiences for high school mathematics teachers. The framework was developed to understand elements of the tasks--identified as statistically, contextually, and/or technologically provocative--that appeared to trigger the teachers' engagement and IIR. Characteristics that make a task provocative and how tasks may interact to impact learning are explored and connected to theories including expectation failure and epistemological obstacles. (Contains 1 table and 6 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A