The goal of this study is to explore the role of model comparison, which is a key activity of young learners’ informal reasoning, with statistical models and modeling in the context of informal statistical inference. We suggest a framework to describe this reasoning (the RISM framework), and offer an illustrative case study of two-sixth graders showcasing its utility. In particular, we illustrate the benefit of untangling the informal modeling process into three separate, though not independent, modeling processes: modeling a conjecture, modeling data, and comparing them by means of a comparison model. This case study shows the possible progression of a comparison model, and its potential role as a catalyst for the development of the other two modeling processes. Finally, an expansion of our initial framework is discussed, highlighting the centrality of model comparisons.
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A demonstration of the use of our suggested framework can be seen in the Connections Website, providing a brief summary of several different snapshots of the modeling process described in the findings of this paper: http://connections.edtech.haifa.ac.il/Research/michal-dvir-research.
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A detailed description of the 2016 activity sequence can be seen in the Connections Website: http://connections.edtech.haifa.ac.il/Research/connections-2016.
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We thank the University of Haifa, the I-CORE Program of the Planning and Budgeting Committee and the Israel Science Foundation Grant 1716/12 for supporting this research, as well as the Connections research team.
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Dvir, M., Ben-Zvi, D. The role of model comparison in young learners’ reasoning with statistical models and modeling. ZDM Mathematics Education 50, 1183–1196 (2018). https://doi.org/10.1007/s11858-018-0987-4
- Statistical model
- Statistical modeling
- Model comparison
- Informal statistical inference