Abstract
There has been an increasing focus in recent years on theoretical frameworks to describe cognitive development of statistical concepts. There is now a need to encourage the use of these frameworks to inform practice in the teaching and learning of statistics. This paper focuses on frameworks that describe the levels of cognitive development of the concept of variation. Recent research proposing theoretical frameworks on, or referring to, reasoning about variation are synthesised. Discussion follows on the use of theoretical frameworks to inform the teaching and learning cycle for statistics courses, especially the design of curriculum, learning activities and assessment tasks.
| Original language | English |
|---|---|
| Title of host publication | Data and context in statistical education: Towards an evidence-based society - Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8) |
| Editors | Chris Reading |
| Place of Publication | Ljubljana, Slovenia |
| Publisher | International Association for Statistical Education (IASE) & International Statistical Institute (ISI) |
| ISBN (Print) | 9789077713549 |
| Publication status | Published - 2010 |
| Event | ICOTS 8: 8th International Conference on Teaching Statistics - Cankarjev dom, Cultural and Congress Centre, Ljubljana, Slovenia Duration: 11 Jul 2010 → 16 Jul 2010 |
Conference
| Conference | ICOTS 8: 8th International Conference on Teaching Statistics |
|---|---|
| City | Ljubljana, Slovenia |
| Period | 11/07/10 → 16/07/10 |
Keywords
- Mathematics and Numeracy Curriculum and Pedagogy
- Higher Education
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