Wondering, wandering or unwavering? Learners' statistical investigations with Fathom

Makar, Katie and Confrey, Jere (2014). Wondering, wandering or unwavering? Learners' statistical investigations with Fathom. In Thomas Wassong, Daniel Frischemeier, Pascal R. Fischer, Reinhard Hochmuth and Peter Bender (Ed.), Mit Werkzeugen Mathematik und Stochastik lernen - Using Tools for Learning Mathematics and Statistics (pp. 351-362) Wiesbaden, Germany: Springer Spektrum. doi:10.1007/978-3-658-03104-6_25

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Author Makar, Katie
Confrey, Jere
Title of chapter Wondering, wandering or unwavering? Learners' statistical investigations with Fathom
Title of book Mit Werkzeugen Mathematik und Stochastik lernen - Using Tools for Learning Mathematics and Statistics
Language of Book Title eng
ger
Place of Publication Wiesbaden, Germany
Publisher Springer Spektrum
Publication Year 2014
Sub-type Research book chapter (original research)
DOI 10.1007/978-3-658-03104-6_25
Open Access Status
Series Mathematik
ISBN 9783658031039
9783658031046
Editor Thomas Wassong
Daniel Frischemeier
Pascal R. Fischer
Reinhard Hochmuth
Peter Bender
Chapter number 25
Start page 351
End page 362
Total pages 12
Total chapters 35
Collection year 2015
Language eng
ger
Formatted Abstract/Summary
Dynamic statistical software is often promoted as a way to develop students’ investigative capabilities, particularly in contexts of exploratory data analysis (EDA). However, there is some question about whether learners use these software packages as intended. This study explored the styles of 18 prospective mathematics and science teachers as they conducted a semi-structured statistical investigation in Fathom. Interviews and computer screen capture were collected as data and analyzed using an approach based on Land and Hannafin’s (1996) intention- action-feedback cycles. The paper reports on patterns among observations, evaluations and conclusions drawn for three investigative approaches: Wondering, Wandering and Unwavering. Results suggest measurable differences in the patterns of investigation and discuss the benefits and drawback of each approach.
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2015 Collection
School of Education Publications
 
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Created: Thu, 09 Jan 2014, 13:09:05 EST by Claire Backhouse on behalf of School of Education