Studying the Evolution of Students' Conceptions of Variation Using the Transformative and Conjecture Driven Research Design

The paper describes how the transformative and conjecture-driven research design, a research model that utilizes both theory and common core classroom conditions, was employed in a study examining introductory statistics students' understanding of the concept of variation. It describes how the approach was linked to classroom practice and was employed in terms of research design, data collection, and data analysis. The rich insights into the evolution of students' thinking about variation that have originated from this research are then discussed. Implications for research and instruction follow.