Recent studies have highlighted the potential importance of informal inferential reasoning (IIR) in supporting learners' general statistical reasoning. This paper presents a framework based on a retrospective analysis of design research in the context of technology-rich statistical professional learning experiences for high school mathematics teachers. The framework was developed to understand elements of the tasks - identified as statistically, contextually, and/or technologically provocative - that appeared to trigger the teachers' engagement and IIR. Characteristics that make a task provocative and how tasks may interact to impact learning are explored and connected to theories including expectation failure and epistemological obstacles.
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