Authentic Practices as Contexts for Learning to Draw Inferences Beyond Correlated Data

Dierdorp, Adri; Bakker, Arthur; Eijkelhof, Harrie; Maanen, Jan van

doi:10.1080/10986065.2011.538294

Cited by 45 publications

(45 citation statements)

References 27 publications

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“…For example, the vocational laboratory context formed the basis for one chapter of a unit for pre-university students as well as for an assessment item (Dierdorp, Bakker, Eijkelhof, & van Maanen, 2011. Insight into how, more broadly, mathematics and statistics are used at work, and how vocational students can be prepared for this practical usage, is likely to be a useful resource for general education as well.…”

Section: Discussionmentioning

confidence: 99%

A boundary-crossing approach to support students’ integration of statistical and work-related knowledge

Bakker

Akkerman

2013

Educ Stud Math

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Vocational students and beginning professionals typically find it hard to integrate the mathematics and statistics that they have learned at school with work-related knowledge.To explore how such an integration process could be supported, we conducted an intervention in secondary vocational laboratory education. Our boundary-crossing approach was informed by the literature on boundary crossing and accompanying learning mechanisms (e.g., reflection in the form of perspective making and taking, and transformation in the form of hybridization). We hypothesized that reflection, as making and taking perspectives on school-taught and work-related knowledge, could lead to transformation, i.e., help students integrate these types of knowledge into a hybridized whole. Data collection included video and audio recordings of five 1-h meetings with three students, the data from their research projects, and interviews with the teacher and two workplace supervisors. The analysis of the students' reasoning during the meetings revealed that their level of integrating school-taught statistics and work-related knowledge increased significantly and with a medium effect size. This suggests that a boundary-crossing approach can support students in integrating school-taught and workrelated knowledge.

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Section: Discussionmentioning

confidence: 99%

A boundary-crossing approach to support students’ integration of statistical and work-related knowledge

Bakker

Akkerman

2013

Educ Stud Math

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“…As such, the case presented is one of the reasoning and actions required to reduce uncertainty so as to arrive at a valid statistical inference. Insights generated from the case study are also relevant for general education that takes context or laboratory work seriously (e.g., Ben-Zvi and Aridor 2016; Dierdorp et al 2011;Heinicke and Heering 2013;Makar et al 2011). …”

Section: T S Eliotmentioning

confidence: 99%

An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference

2017

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To understand how statistical and other types of reasoning are coordinated with actions to reduce uncertainty, we conducted a case study in vocational education that involved statistical hypothesis testing. We analyzed an intern's research project in a hospital laboratory in which reducing uncertainties was crucial to make a valid statistical inference. In his project, the intern, Sam, investigated whether patients' blood could be sent through pneumatic post without influencing the measurement of particular blood components. We asked, in the process of making a statistical inference, how are reasons and actions coordinated to reduce uncertainty? For the analysis, we used the semantic theory of inferentialism, specifically, the concept of webs of reasons and actions-complexes of interconnected reasons for facts and actions; these reasons include premises and conclusions, inferential relations, implications, motives for action, and utility of tools for specific purposes in a particular context. Analysis of interviews with Sam, his supervisor and teacher as well as video data of Sam in the classroom showed that many of Sam's actions aimed to reduce variability, rule out errors, and thus reduce uncertainties so as to arrive at a valid inference. Interestingly, the decisive factor was not the outcome of a t test but of the reference change value, a clinical chemical measure of analytic and biological variability. With insights from this case study, we expect that students can be better supported in connecting statistics with context and in dealing with uncertainty.

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“…Occupations that appeal to students can offer inspiration for instructional design, a strategy used not only in secondary science education (e.g., Prins, Bulte, Pilot, & Van Driel, 2009) and in statistics education (Dierdorp, Bakker, Eijkelhof, & Van Maanen, 2011), but also in primary education. Konold and Lehrer (2008), e.g., used the idea of quality control in factories to develop data analysis skills in primary school students.…”

Section: Educational Implicationsmentioning

confidence: 99%

The use, nature and purposes of measurement in intermediate-level occupations

Bakker

Wijers

Jonker

et al. 2011

ZDM Mathematics Education

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To provide a basis for thinking through how measurement can be taught in schools, this paper analyses the use, nature and purposes of measurement in intermediate-level work, i.e. occupations for which a school-level qualification is required, but not a bachelor degree or higher. In the Netherlands, senior secondary vocational education (MBO) prepares its students (aged 16?) for intermediate-level work. An initial analysis of the use and purposes of measurement was based on competence descriptions for 549 MBO-level occupations, and complemented with analyses of measurement carried out by opticians and lab technicians. There is more reference to measurement in the technology and engineering sector than in other sectors. In terms of the nature of measurement, we observed that occupational measurement has intricate connections to arithmetic, geometry, data analysis, or science; and measurement at work is often, but not always, mediated by digital technologies. The purposes of measurement in intermediate-level occupations can be categorized as meeting quality standards, making something fit (furniture, textile, assembly), monitoring, safety, and problem solving. Last, some implications for mathematics, science and vocational education are discussed. For example, many MBO teachers prefer to start with mechanical tools to give students the opportunities to learn about what happens in the 'black boxes' of digital technologies.

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Authentic Practices as Contexts for Learning to Draw Inferences Beyond Correlated Data

Cited by 45 publications

References 27 publications

A boundary-crossing approach to support students’ integration of statistical and work-related knowledge

A boundary-crossing approach to support students’ integration of statistical and work-related knowledge

An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference

The use, nature and purposes of measurement in intermediate-level occupations

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