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ERIC Number: EJ912318
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1098-6065
Lessons from Inferentialism for Statistics Education
Bakker, Arthur; Derry, Jan
Mathematical Thinking and Learning: An International Journal, v13 n1-2 p5-26 2011
This theoretical paper relates recent interest in informal statistical inference (ISI) to the semantic theory termed inferentialism, a significant development in contemporary philosophy, which places inference at the heart of human knowing. This theory assists epistemological reflection on challenges in statistics education encountered when designing for the teaching or learning of ISI. We suggest that inferentialism can serve as a valuable theoretical resource for reform efforts that advocate ISI. To illustrate what it means to privilege an inferentialist approach to teaching statistics, we give examples from two sixth-grade classes (age 11) learning to draw informal statistical inferences while developing key concepts such as center, variation, distribution, and sample without losing sight of problem contexts. (Contains 2 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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A