Abstract
Helping students interpret and evaluate the relations between two variables is challenging. This chapter examines how students’ aggregate reasoning with covariation (ARwC) emerged while they modeled a real phenomenon and drew informal statistical inferences in an inquiry-based learning environment using TinkerPlotsTM. We focus in this illustrative case study on the emergent ARwC of two fifth-graders (aged 11) involved in statistical data analysis and modelling activities and in growing samples investigations . We elucidate four aspects of the students’ articulations of ARwC as they explored the relations between two variables in a small real sample and constructed and improved a model of the predicted relations in the population . We finally discuss implications and limitations of the results. This article contributes to the study of young students’ aggregate reasoning and the role of models in developing such reasoning.
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References
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Acknowledgements
This research was supported by the University of Haifa and the I-CORE Program of the Planning and Budgeting Committee and the Israel Science Foundation grant 1716/12. We deeply thank the Cool-Connections research group who participated in the Connections project 2015, and in data analysis sessions of this research.
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Aridor, K., Ben-Zvi, D. (2019). Students’ Aggregate Reasoning with Covariation. In: Burrill, G., Ben-Zvi, D. (eds) Topics and Trends in Current Statistics Education Research. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-030-03472-6_4
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