Supporting Students' Ability to Reason about Data
 Kay McClain,
 Paul Cobb
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The purpose of this paper is to describe the role of an instructional sequence and two accompanying computerbased tools in supporting students' developing understandings of statistical data analysis. In doing so, we also take account of the role of the data creation process in supporting students' ability to engage in genuine data analysis. Data is taken from two classroom teaching experiments conducted with middlegrades students (ages twelve and thirteen) in the fall semester of 1998 and 1999. Through analysis of two classroom episodes we document 1) the emergence of the sociomathematical norm of what counts as a mathematical argument in the context of data analysis, and 2) the importance of the data creation process in grounding the students' activity in the context of a problem or question under investigation. These claims are grounded in students' ways of reasoning about data as they made arguments in the course of their analyses.
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 Title
 Supporting Students' Ability to Reason about Data
 Journal

Educational Studies in Mathematics
Volume 45, Issue 13 , pp 103129
 Cover Date
 20010301
 DOI
 10.1023/A:1013874514650
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Kluwer Academic Publishers
 Additional Links
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 Industry Sectors
 Authors

 Kay McClain ^{(1)}
 Paul Cobb ^{(1)}
 Author Affiliations

 1. Vanderbilt University, USA