It is essential to base instruction on a foundation of understanding of children's thinking, but it is equally important to adopt the longer-term view that is needed to stretch these early competencies into forms of thinking that are complex, multifaceted, and subject to development over years, rather than weeks, or month. We pursue this topic through our studies of model-based reasoning. We have identified four forms of models and related modeling practices that show promise for developing model-based reasoning. Models have the fortuitous feature of making forms of student reasoning public and inspectable - not only among the community of modelers, but also to teachers. Modeling provides feedback about student thinking that can guide teaching decisions, an important dividend for improving professional practice.
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