Type:
Category:
Volume:
45
Pages:
103-129
Publisher:
Educational Studies in Mathematics
Abstract:
Describes the role of an instructional sequence and two accompanying computer-based tools in supporting students' developing understandings of statistical data analysis. Documents the emergence of the sociomathematical norm of what counts as a mathematical argument in the context of data analysis.
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