oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Informal Inferential Reasoning and the Social: Understanding Students’ Informal Inferences Through an Inferentialist Epistemology
Örebro University, School of Science and Technology. Faculty of Human Sciences, University of Cologne, Cologne, Germany.ORCID iD: 0000-0001-9530-4151
Örebro University, School of Science and Technology.ORCID iD: 0000-0002-4185-3208
2018 (English)In: Topics and Trends in Current Statistics Education Research / [ed] Gail Burrill, Dani Ben-Zvi, Springer, 2018, p. 153-171Chapter in book (Refereed)
Abstract [en]

Informal statistical inference and informal inferential reasoning (IIR) are increasingly gaining significance in statistics education research. What has not sufficiently been dealt with in previous research is the social nature of students’ informal inferences. This chapter presents results from a study investigating seventh grade students’ IIR in an experiment with paper helicopters. It focuses on students’ reasoning on the best rotor blade length, addressing statistical correlation. We study how students draw inferences when working in a group; and how their inferences emerge socially in their IIR. For grasping the reasoning’s social nature and its normativity, we use inferentialism as background theory. The results illustrate how students’ informal inferences are socially negotiated in the group, how students’ perceived norms influence IIR, and what roles statistical concepts play in students’ IIR.

Place, publisher, year, edition, pages
Springer, 2018. p. 153-171
Series
ICME-13 Monographs, ISSN 2520-8322, E-ISSN 2520-8330
Keywords [en]
Generalization from data, Inferentialism, Informal inferential reasoning (IIR), Informal statistical inference (ISI), Informal statistical reasoning, Norms, Social
National Category
Mathematics Didactics
Identifiers
URN: urn:nbn:se:oru:diva-76043DOI: 10.1007/978-3-030-03472-6_7ISBN: 978-3-030-03471-9 (print)ISBN: 978-3-030-03472-6 (electronic)OAI: oai:DiVA.org:oru-76043DiVA, id: diva2:1348364
Funder
Swedish Research Council, 2012-04811Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-04Bibliographically approved
In thesis
1. Exploring student collaboration during Data Generation in the Statistics Classroom: An Inferentialist Perspective
Open this publication in new window or tab >>Exploring student collaboration during Data Generation in the Statistics Classroom: An Inferentialist Perspective
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This dissertation explores student collaboration during data generation in statistics. The first aim is to put the semantic theory of inferentialism to work and develop a theoretical lens for exploring student collaboration during data generation. The second is to use the previously developed inferentialist lens regarding collaboration to better understand data generation processes in the statistics classroom. Two studies were conducted in Swedish 5th and 7th grade classes. The first involved 7th-grade students collaboratively engaged in experimentation with paper helicopters and their flight durations. The second study involved 5th graders experimenting with paper frogs and their jump lengths. The analyses reveal that inferentialism is a meaningful perspective for exploring student collaboration. One salient theoretical contribution of this thesis is that the inferentialist concept of norms helps avoid the dichotomy between social and individual facets of collaboration and learning that have plagued research on collaboration. However, by using the inferentialism lens, the social and individual can be regarded in their intertwined and dynamic natures. The thesis also illustrates how the formulation of tasks, social conditions, and norms mutually condition students’ learning opportunities. It is also demonstrated that data generation processes can also involve conceptual learning opportunities. The results offer ideas concerning which classroom conditions and manners of formulating tasks may contribute to such conceptual learning opportunities

Abstract [sv]

I denna avhandling utforskas elevers samarbete under datagenerering i statistik. Avhandlingens första syfte är att operationalisera en semantisk teori, inferentialismen, och skapa en teoretisk lins för att utforska elevers samarbeten är de genererar data. Det andra syftet är att utnyttja denna inferentialistiska lins för att förstå datagenereringsprocessen i statistikklassrummet bättre. Två klassrumsstudier har genomförts. Elever i årskurs 7 fick arbeta tillsammans för att undersöka pappershelikoptrar och hur länge de kunde flyga. Elever i årskurs 5 fick samarbeta i ett experiment med pappersgrodor och undersöka hur långt de kunde hoppa. Analyserna visar att inferentialismen är ett värdefullt perspektiv för att utforska elevers samarbete. Ett framträdande teoretiska bidrag från denna avhandling är att det inferentialistiska sättet att konceptualisera normer kan användas för att undvika den dikotomi mellan individuellt och socialt perspektiv som har varit framträdande i tidigare forskning om samarbete i matematikklassrum. Genom att analysera samarbete med hjälp av inferentialistisk teori kan den dynamiska interaktionen mellan det individuella och det sociala undersökas i sin sammanflätade natur. Avhandlingen illustrerar också hur formulering av uppgifter, sociala villkor och normer tillsammans skapar förutsättningar för vilka begrepp som kommer i spel och därmed blir möjliga att lära sig. Det visas också att processen att generera data kan involvera begreppsliga lärandesituationer. Resultaten ger därför indikationer på vilka slags klassrumssituationer och vilka uppgiftsformuleringar som kan bidra till sådant konceptuellt lärande.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2019. p. 134
Series
Örebro Studies in Mathematics ; 1
Keywords
Inferentialism, Collaboration, Data generation, Statistics
National Category
Other Mathematics
Identifiers
urn:nbn:se:oru:diva-74660 (URN)978-91-7529-295-3 (ISBN)
Public defence
2019-09-27, Örebro universitet, Teknikhuset, Hörsal T, Fakultetsgatan 1, Örebro, 13:15 (English)
Opponent
Supervisors
Available from: 2019-06-11 Created: 2019-06-11 Last updated: 2019-09-05Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Schindler, MaikeSeidouvy, Abdel

Search in DiVA

By author/editor
Schindler, MaikeSeidouvy, Abdel
By organisation
School of Science and Technology
MathematicsDidactics

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 11 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf