Supporting students' ability to reason about data

Authors: 
McClain, K. & Cobb, P.
Type: 
Journal Article
Category: 
Theory
Volume: 
45
Pages: 
103-129
Publisher: 
Educational Studies in Mathematics
Abstract: 

Describes the role of an instructional sequence and two accompanying computer-based tools in supporting students' developing understandings of statistical data analysis. Documents the emergence of the sociomathematical norm of what counts as a mathematical argument in the context of data analysis.

The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education