Paint-by-Number or Picasso? A Grounded Theory Phenomenographical Study of Students’ Conceptions of Statistics

Abstract

Statistics students’ conceptions of the work of statisticians and the discipline of statistics may play an important role in the topics to which they attend and their interest in pursuing further study. To learn about students’ conceptions, we collected open-ended survey responses from 44 undergraduate students who had completed introductory statistics courses. We used a grounded theory phenomenographical qualitative approach to identify several themes in students’ conceptions. In addition to the test-and-procedure conception, we offer several other themes, such as acknowledgement of variation and the role of ethical integrity. We use a metaphor of painting styles to compare to experts’ conceptions of statistics. By identifying “seeds” of what may be developed into expert conceptions, these preliminary results set possible foundations to explore trajectories that may help shape students’ conceptions of statistics.
 First published June 2020 at Statistics Education Research Journal Archives

Navigating a Disciplinary Chasm: The Statistical Perspectives of Graduate Teaching Assistants

“…In this paper, I use the term statistical perspective to represent broadly the views and conceptions one may have about statistics. These perspectives include some examination of one's disciplinary conception and epistemology for statistics (Diamond & Stylianides, 2017;Justice et al, 2020), as well as views about what it means to engage in statistical work (Wild & Pfannkuch, 1999;Wild et al, 2018). To better understand the perspectives of the GTAs in this study, I first provide some frame of reference by discussing expert perspectives on statistics.…”

“…To understand the nature of statistics, it is important to also unpack the nature of mathematics. Statistics draws much from mathematics, and naïve views of the two disciplines may simply note that statistics is mathematics or a branch of applied mathematics (Diamond & Stylianides, 2017;Justice et al, 2020), but such descriptions discredit the true nature of both mathematics and statistics (Cobb & Moore, 1997;Skemp, 1976;Wild et al, 2018).…”

“…Similar disciplinary discussions are found in the statistics literature. Perspectives have been articulated on the topics of what it means to do statistics (Cobb, 1999;Wild et al, 2018), what ideas are central to a sophisticated conception of statistics (Justice et al, 2020), and what beliefs characterize the statistical epistemologies of disciplinary experts (Diamond & Stylianides, 2017). Wild and colleagues (2018) argue that presenting a wider view of statistics, emphasizing investigation and meaning-making, should be central in the learning process, even for beginners.…”

Analysis of Teachers’ Confidence in Teaching Mathematics and Statistics

“…Over the years, many studies have identified the need for a relevant statistics education curriculum that can help students develop the type of statistical thinking needed to cope with the demands of the real world (Bansilal, 2014;Carver et al, 2016;Gattuso & Ottavani, 2011;Justice et al, 2020;North et al, 2014;Wessels & Niewoudt, 2013). Like most countries, the study of statistics forms part of the mainstream mathematics curriculum in schools and has traditionally been an under-represented strand in the core mathematics curriculum in South Africa.…”

Lois Lane, Superman, and Iron Man: How Perspectives of Statistics Relate to Students’ Identities and Career Pursuits

“…Future research will use follow-up interviews to examine the trajectories of students' changing perspectives, participation, disciplinary identities, and interests.The American Statistical Association's (ASA) Guidelines for Undergraduate Statistics Programs highlights several important practices for the next generation of statistics students, including increased experience in data science and computing, working with complex data, using diverse models and analytical approaches, and communicating insights and methods to diverse audiences (ASA, 2014). As students enter undergraduate university programs with varied experiences and perspectives on the nature of statistical work (e.g., Gordon, 2004;Justice et al 2020), we see two reasons why it is important to understand student perspectives about the discipline. First, research conducted from constructivist theories of learning suggests that students learn best when they connect new content with their own experiences and conceptual frameworks (e.g., Bransford et al, 2000).…”