The practice of statistics

Book chapter


Watson, Jane, Fitzallen, Noleine, Fielding-Wells, Jill and Madden, Sandra. (2018). The practice of statistics. In In D. Ben-Zvi, K. Makar and J. Garfield (Ed.). International handbook of research in statistics education pp. 105 - 137 Springer International Publishing. https://doi.org/10.1007/978-3-319-66195-7_4
AuthorsWatson, Jane, Fitzallen, Noleine, Fielding-Wells, Jill and Madden, Sandra
EditorsD. Ben-Zvi, K. Makar and J. Garfield
Abstract

This chapter presents an overview of the Practice of Statistics focusing mainly on research at the school level. After introducing several frameworks for the practice, research is summarized in relation to posing and refining statistical questions for investigation, to planning for and collecting appropriate data, to analyzing data through visual representations, to analyzing data by summarizing them with specific measures, and to making decisions acknowledging uncertainty. The importance of combining these stages through complete investigations is then stressed both in terms of student learning and of the needs of teachers for implementation. The need for occasional backtracking is also acknowledged, and more research in relation to complete investigations is seen as a priority. Having considered the Practice of Statistics as an active engagement by learners, the chapter reviews presentations of the Big Ideas underlying the practice, with a call for research linking classroom investigations with the fundamental understanding of the Big Ideas. The chapter ends with a consideration of the place of statistical literacy in relation to the Practice of Statistics and the question of the responsibility of the school curriculum to provide understanding and proficiency in both.

Keywordsbig ideas; complete investigations; investigation frameworks; posing questions; statistics at school; statistical literacy; visual representations
Page range105 - 137
Year2018
Book titleInternational handbook of research in statistics education
PublisherSpringer International Publishing
Place of publicationSwitzerland
ISBN9783319661933
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-319-66195-7_4
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/85145/the-practice-of-statistics

Restricted files

Publisher's version

  • 164
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Designing challenging online mathematical tasks for initial teacher education: Motivational considerations
Fielding-Wells, Jill, Geiger, Vince, Miller, Jodie, Bruder, Regina, Roder, Ulrike and Ratnayake, Iresha. (2019). Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In M. Graven, H. Venkat and A. A. Essien and P. Vale (Ed.). 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 - 12 July 2019. Pretoria, South Africa: The International Group for the Psychology of Mathematics Education. pp. 240 - 247
Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling
Fielding-Wells, Jill. (2018). Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling. ZDM. 50(7), pp. 1125 - 1138. https://doi.org/10.1007/s11858-018-0961-1
Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing
Emery, Sherridan and Fielding-Wells, Jill. (2018). Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing. In In D. Kember and M. Corbett (Ed.). Structuring the thesis: Matching method, paradigm, theories and findings pp. 183 - 195 Springer Nature. https://doi.org/10.1007/978-981-13-0511-5_18
Scaffolding statistical inquiries for young children
Fielding-Wells, Jill. (2018). Scaffolding statistical inquiries for young children. In In A. Leavy, M. Meletiou-Mavrotheris and E. Paparistodemou (Ed.). Statistics in early childhood and primary education: Supporting early statistical and probabilistic thinking pp. 109 - 127 Springer Nature. https://doi.org/10.1007/978-981-13-1044-7_7
Developing an understanding of what constitutes mathematics teacher educator PCK: a case study of a collaboration between two teacher educators
Muir, Tracey, Fielding-Wells, Jill and Chick, Helen. (2017). Developing an understanding of what constitutes mathematics teacher educator PCK: a case study of a collaboration between two teacher educators. Australian Journal of Teacher Education. 42(12), pp. 60 - 79. https://doi.org/10.14221/ajte.2017v42n12.4
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics
Fielding-Wells, Jill, O'Brien, Mia and Makar, Katie. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal. 29(2), pp. 237 - 254. https://doi.org/10.1007/s13394-017-0201-y
Building a new generation: community expectations on raising aspirations in rural tasmania
Corbett, Michael, Fraser, Sharon, Reaburn, Robyn, Smith, Heidi, Roberts, Janine and Fielding-Wells, Jill. (2017). Building a new generation: community expectations on raising aspirations in rural tasmania. Australian and International Journal of Rural Education. 27(3), pp. 8 - 24.
Aspire high: impacting student aspirations in a regional community
Reaburn, Robyn, Fraser, Sharon, Smith, Heidi and Fielding-Wells, Jill. (2017). Aspire high: impacting student aspirations in a regional community. Australian and International Journal of Rural Education. 27(3), pp. 73 - 89.
"Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for argument-based mathematical inquiry
Fielding-Wells, Jill. (2016). "Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for argument-based mathematical inquiry. In B. White, M. Chinnappan and S. Trenholm (Ed.). pp. 212 - 219
"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning
Fielding-Wells, Jill and Makar, Katie. (2015). "If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. 2, pp. 297 - 304.
Inquiry pedagogy to promote emerging proportional reasoning in primary students
Fielding-Wells, Jill, Dole, Shelley and Makar, Katie. (2014). Inquiry pedagogy to promote emerging proportional reasoning in primary students. Mathematics Education Research Journal. 26(1), pp. 47 - 77. https://doi.org/10.1007/s13394-013-0111-6