The paper builds on design-research studies in the domain of probability and statistics. The integration of computers into classroom practice has been established as a complex process involving instrumental genesis (Verillon and Rabardel, 1995), whereby students and teachers need to construct potentialities for the tools as well as techniques for using those tools efficiently (Artigue, 2002). The difficulties of instrumental genesis can perhaps be eased by design methodologies that build the needs of the learner into the fabric of the product. We discuss our interpretation of design research methodology, which has over the last decade guided our own research agenda. Through reference to previous and ongoing studies, we argue that design research allows a sensitive phenomenalisation of a mathematical domain that can capture learners' needs by transforming powerful ideas into situated, meaningful and manipulable phenomena.
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