The interplay between students' statistical knowledge and context knowledge in analyzing data.

Book: 
Proceedings of the Seventh International Conference On Teaching Statistics (ICOTS-7), Salvador, Brazil.
Authors: 
Langrall, C., Nisbet, S., & Mooney, E.
Editors: 
Rossman, A., & Chance, B.
Type: 
Conference Paper
Category: 
Research
Year: 
2006
Publisher: 
Voorburg, The Netherlands: International Statistical Institute.
URL: 
http://www.stat.auckland.ac.nz/~iase/publications/17/2A3_LANG.pdf
Abstract: 

In this study, we examined the role of context knowledge in data analysis tasks and investigated the interplay between students' use of context knowledge and statistical knowledge. Findings showed that knowledge of context was an important factor contributing to students' engagement in statistical tasks. Students used context knowledge in three broad ways: to rationalize the data or their interpretations, in taking a critical stance toward the data, and in ways that were not necessarily productive or pertinent in addressing the task at hand.

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