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  • 1.
    Schindler, Maike
    et al.
    Örebro University, School of Science and Technology. Faculty of Human Sciences, University of Cologne, Cologne, Germany.
    Seidouvy, Abdel
    Örebro University, School of Science and Technology.
    Informal Inferential Reasoning and the Social: Understanding Students’ Informal Inferences Through an Inferentialist Epistemology2018In: 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.

  • 2.
    Seidouvy, Abdel
    Örebro University, School of Science and Technology.
    Exploring student collaboration during Data Generation in the Statistics Classroom: An Inferentialist Perspective2019Doctoral 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

    List of papers
    1. An inferentialist account of students’ collaboration in mathematics education
    Open this publication in new window or tab >>An inferentialist account of students’ collaboration in mathematics education
    2019 (English)In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050XArticle in journal (Refereed) Epub ahead of print
    Abstract [en]

    Collaboration is an increasingly popular topic in mathematics education due to its potential to foster students’learning. The purpose of this article is to draw attention to the semantic philosophical theory of inferentialism and its value for investigating students’ collaboration. We suggest that Brandom’s inferentialism can serve as a valuable theoretical resource to overcome certain issues of existing theoretical view-points on student collaboration. In particular, we argue that inferentialism may help to understand the individual and social nature of collaboration as intertwined. We illustrate our inferentialist approach using data from two scenes taken from video-recorded group work sessions from a fifth and seventh grade primary school class in Sweden. The topic in both classes was data generation in statistics.

    Place, publisher, year, edition, pages
    Springer, 2019
    Keywords
    Collaboration, Data generation, Inferentialism, Norms, Philosophy
    National Category
    Mathematics Didactics
    Identifiers
    urn:nbn:se:oru:diva-76042 (URN)10.1007/s13394-019-00267-0 (DOI)
    Funder
    Swedish Research Council, 2012-04811
    Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-04Bibliographically approved
    2. Informal Inferential Reasoning and the Social: Understanding Students’ Informal Inferences Through an Inferentialist Epistemology
    Open this publication in new window or tab >>Informal Inferential Reasoning and the Social: Understanding Students’ Informal Inferences Through an Inferentialist Epistemology
    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
    Series
    ICME-13 Monographs, ISSN 2520-8322, E-ISSN 2520-8330
    Keywords
    Generalization from data, Inferentialism, Informal inferential reasoning (IIR), Informal statistical inference (ISI), Informal statistical reasoning, Norms, Social
    National Category
    Mathematics Didactics
    Identifiers
    urn:nbn:se:oru:diva-76043 (URN)10.1007/978-3-030-03472-6_7 (DOI)978-3-030-03471-9 (ISBN)978-3-030-03472-6 (ISBN)
    Funder
    Swedish Research Council, 2012-04811
    Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-04Bibliographically approved
    3. Designing for responsibility and authority in experiment based instruction in mathematics: The case of reasoning with uncertainty
    Open this publication in new window or tab >>Designing for responsibility and authority in experiment based instruction in mathematics: The case of reasoning with uncertainty
    2017 (English)In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) / [ed] Dooley, T.; Gueudet, G., Dublin, Ireland: Institute of Education, Dublin City University, Ireland , 2017, p. 3740-3747Conference paper, Published paper (Refereed)
    Abstract [en]

    This study examines principles of task design concerning the concept of uncertainty in the area of statistics. A purpose is to promote and support students reasoning competency involving the aspects authority and responsibility. By using inferential role semantics as a background theory, we examine students' reasoning by means of how they show authority and responsibility for statements in the reasoning process. Statistical tasks where students generate and analyze their own data formed the basis for this pilot study conducted with seventh grade students in Sweden. The students were able to reflect on how their actions and consequences of their actions influence their reasoning with uncertainty. The study describes the findings, and presents principles to inform the design of innovative learning environments that promote authority and responsibility in reasoning in the domain of uncertainty.

    Place, publisher, year, edition, pages
    Dublin, Ireland: Institute of Education, Dublin City University, Ireland, 2017
    Keywords
    Design principles, uncertainty, responsibility, authority
    National Category
    Mathematics Didactics
    Identifiers
    urn:nbn:se:oru:diva-76044 (URN)000467053304094 ()978-1-873769-73-7 (ISBN)
    Conference
    10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME10), Dublin, Ireland, February 1-5, 2017
    Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-04Bibliographically approved
    4. Data generation in statistics – both procedural and conceptual: An inferentialist analysis
    Open this publication in new window or tab >>Data generation in statistics – both procedural and conceptual: An inferentialist analysis
    2018 (English)In: Perspectives on professional development of mathematics teachers: Proceedings of MADIF 11 / [ed] J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren, & O. Olande, Göteborg, Sweden: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018, p. 191-200Conference paper, Published paper (Refereed)
    Abstract [en]

    Data generation in statistics education is often conducted by the students them-selves; however, the question of what learning opportunities the data generation process offers has only been studied to a small extent. This paper investigates to what extent data generation is an observational and procedural vs. a conceptual activity. We inquire into this question based on an empirical study where eleven year old students measured the jump lengths of paper frogs. Our analysis draws on stu-dents’ discussions in group work, and it uses inferentialism as a background theory. Our results indicate that students’ discussions are conceptual to a certain extent and provide various learning opportunities for the students.

    Place, publisher, year, edition, pages
    Göteborg, Sweden: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018
    Series
    Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 13
    National Category
    Mathematics Didactics
    Identifiers
    urn:nbn:se:oru:diva-76045 (URN)978-91-984024-2-1 (ISBN)
    Conference
    The eleventh research seminar of the Swedish Society for Research in Mathematics Education (MADIF11), Karlstad, Sweden, January 23–24, 2018
    Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-20Bibliographically approved
    5. Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism
    Open this publication in new window or tab >>Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism
    2019 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 2, p. 25-47Article in journal (Refereed) Published
    Abstract [en]

    Students’ peer collaboration efforts in mathematics and statistics is a topic that has increasingly gained attention in research. In any collaboration, authority relations play a role for how meaning is constituted: Whenever things are discussed and decision sare made, authority is involved in a sense that some arguments or persons may be more convincing and powerful than others. In this article, we investigate how authority changes dynamically in type and in distribution as groups of fifth grade students collaborate in data generation processes. We identify and categorize authority using an epistemological framework, which is based on the philosophical theory of inferentialism. The results show that the three different types of authority described in inferentialism are all identifiable in students’ collaborative work. We also find and categorize further types of authority connected to the statistics group work, some of which are hardly addressed in previous research.

    Place, publisher, year, edition, pages
    Göteborg, Sweden: NOMAD, 2019
    National Category
    Mathematics Didactics
    Identifiers
    urn:nbn:se:oru:diva-76046 (URN)
    Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-05Bibliographically approved
  • 3.
    Seidouvy, Abdel
    et al.
    Örebro University, School of Science and Technology.
    Eckert, Andreas
    Linnaeus University, Växjö, Sweden.
    Designing for responsibility and authority in experiment based instruction in mathematics: The case of reasoning with uncertainty2017In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) / [ed] Dooley, T.; Gueudet, G., Dublin, Ireland: Institute of Education, Dublin City University, Ireland , 2017, p. 3740-3747Conference paper (Refereed)
    Abstract [en]

    This study examines principles of task design concerning the concept of uncertainty in the area of statistics. A purpose is to promote and support students reasoning competency involving the aspects authority and responsibility. By using inferential role semantics as a background theory, we examine students' reasoning by means of how they show authority and responsibility for statements in the reasoning process. Statistical tasks where students generate and analyze their own data formed the basis for this pilot study conducted with seventh grade students in Sweden. The students were able to reflect on how their actions and consequences of their actions influence their reasoning with uncertainty. The study describes the findings, and presents principles to inform the design of innovative learning environments that promote authority and responsibility in reasoning in the domain of uncertainty.

  • 4.
    Seidouvy, Abdel
    et al.
    Örebro University, School of Science and Technology.
    Helenius, Ola
    Örebro University, School of Science and Technology. University of Gothenburg, Gothenburg, Sweden.
    Schindler, Maike
    Örebro University, School of Science and Technology. University of Cologne, Cologne, Germany.
    Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism2019In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 2, p. 25-47Article in journal (Refereed)
    Abstract [en]

    Students’ peer collaboration efforts in mathematics and statistics is a topic that has increasingly gained attention in research. In any collaboration, authority relations play a role for how meaning is constituted: Whenever things are discussed and decision sare made, authority is involved in a sense that some arguments or persons may be more convincing and powerful than others. In this article, we investigate how authority changes dynamically in type and in distribution as groups of fifth grade students collaborate in data generation processes. We identify and categorize authority using an epistemological framework, which is based on the philosophical theory of inferentialism. The results show that the three different types of authority described in inferentialism are all identifiable in students’ collaborative work. We also find and categorize further types of authority connected to the statistics group work, some of which are hardly addressed in previous research.

  • 5.
    Seidouvy, Abdel
    et al.
    Örebro University, School of Science and Technology.
    Helenius, Ola
    Örebro University, School of Science and Technology. University of Gothenburg, Gothenburg, Sweden.
    Schindler, Maike
    Örebro University, School of Science and Technology. University of Cologne, Cologne, Germany.
    Data generation in statistics – both procedural and conceptual: An inferentialist analysis2018In: Perspectives on professional development of mathematics teachers: Proceedings of MADIF 11 / [ed] J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren, & O. Olande, Göteborg, Sweden: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018, p. 191-200Conference paper (Refereed)
    Abstract [en]

    Data generation in statistics education is often conducted by the students them-selves; however, the question of what learning opportunities the data generation process offers has only been studied to a small extent. This paper investigates to what extent data generation is an observational and procedural vs. a conceptual activity. We inquire into this question based on an empirical study where eleven year old students measured the jump lengths of paper frogs. Our analysis draws on stu-dents’ discussions in group work, and it uses inferentialism as a background theory. Our results indicate that students’ discussions are conceptual to a certain extent and provide various learning opportunities for the students.

  • 6.
    Seidouvy, Abdel
    et al.
    Örebro University, School of Science and Technology.
    Schindler, Maike
    Örebro University, School of Science and Technology. Faculty of Human Sciences, University of Cologne, Cologne, Germany.
    An inferentialist account of students’ collaboration in mathematics education2019In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050XArticle in journal (Refereed)
    Abstract [en]

    Collaboration is an increasingly popular topic in mathematics education due to its potential to foster students’learning. The purpose of this article is to draw attention to the semantic philosophical theory of inferentialism and its value for investigating students’ collaboration. We suggest that Brandom’s inferentialism can serve as a valuable theoretical resource to overcome certain issues of existing theoretical view-points on student collaboration. In particular, we argue that inferentialism may help to understand the individual and social nature of collaboration as intertwined. We illustrate our inferentialist approach using data from two scenes taken from video-recorded group work sessions from a fifth and seventh grade primary school class in Sweden. The topic in both classes was data generation in statistics.

1 - 6 of 6
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