Technology for enhancing statistical reasoning at the school level

Biehler, Rolph, Ben-Zvi, Dani, Bakker, Arthur and Makar, Katie (2013). Technology for enhancing statistical reasoning at the school level. In M. A. (Ken) Clement, Alan J. Bishop, Christine Keitel, Jeremy Kilpatrick and Frederick K. S. Leung (Ed.), Third International Handbook of Mathematics Education (pp. 643-689) New York, NY, United States: Springer. doi:10.1007/978-1-4614-4684-2

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Author Biehler, Rolph
Ben-Zvi, Dani
Bakker, Arthur
Makar, Katie
Title of chapter Technology for enhancing statistical reasoning at the school level
Title of book Third International Handbook of Mathematics Education
Place of Publication New York, NY, United States
Publisher Springer
Publication Year 2013
Sub-type Research book chapter (original research)
DOI 10.1007/978-1-4614-4684-2
Year available 2013
Series Springer International Handbooks of Education
ISBN 9781461446835
Editor M. A. (Ken) Clement
Alan J. Bishop
Christine Keitel
Jeremy Kilpatrick
Frederick K. S. Leung
Volume number 27
Chapter number 21
Start page 643
End page 689
Total pages 47
Total chapters 31
Language eng
Abstract/Summary The purpose of this chapter is to provide an updated overview of digital technologies relevant to statistics education, and to summarize what is currently known about how these new technologies can support the development of students’ statistical reasoning at the school level. A brief literature review of trends in statistics education is followed by a section on the history of technologies in statistics and statistics education. Next, an overview of various types of technological tools highlights their benefits, purposes and limitations for developing students’ statistical reasoning. We further discuss different learning environments that capitalize on these tools with examples from research and practice. Dynamic data analysis software applications for secondary students such as Fathom and TinkerPlots are discussed in detail. Examples are provided to illustrate innovative uses of technology. In the future, these uses may also be supported by a wider range of new tools still to be developed. To summarize some of the findings, the role of digital technologies in statistical reasoning is metaphorically compared with travelling between data and conclusions, where these tools represent fast modes of transport. Finally, we suggest future directions for technology in research and practice of developing students’ statistical reasoning in technology-enhanced learning environments.
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
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Created: Thu, 24 Jan 2013, 00:55:12 EST by Claire Backhouse on behalf of School of Education