Students’ construction and use of statistical models: a socio-critical perspective

Zapata‐Cardona, Lucía

doi:10.1007/s11858-018-0967-8

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…Quantitative reasoning activities are context dependent (Mayes, 2019). The importance of context in working with data, and in modeling in particular, has been well documented-conclusions only become meaningful when they are interpreted in light of the context in which they were generated (Zapata-Cardona, 2018). For modeling problems, problem interpretation draws on both disciplinary content and general knowledge, which can both enhance and detract from an investigation (Gil & Ben-Zvi, 2011;Groth, 2019).…”

Section: Interpreting Problem and Contextmentioning

confidence: 99%

Fifth-grade Students’ Quantitative Modeling in a STEM Investigation

English

2022

Journal for STEM Educ Res

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Fifth-grade students applied quantitative reasoning in exploring the flow times of three simulated lavas of different viscosities down the slope of a hand-made volcano. After modeling the lava flow times for 6 km down the volcano slope, students used their quantitative models to predict the evacuation times for villagers living 10 km down. Reported are how students structured and represented their data in model creation, how they applied their knowledge of viscosity in identifying variation and covariation displayed in their models, and how they applied quantitative reasoning in making predictions from their models. Students’ quantitative models included graph forms not formally taught at their grade level, including ordered case value, stacked bar, and line graphs. Models comprising ordered case value and line graphs appeared to facilitate students’ detection and interpretation of covariation between lava viscosity and flow time. Although there was some difficulty in explicating a global view of covariation, students could identify the variation in the viscosity and time separately. Linking their knowledge of viscosity with lava flow times suggested at least an implicit understanding of covariation, and illustrated a reciprocal relationship between mathematics and science. In making predictions about evacuation times, students applied both quantitative interpretation and quantitative literacy (Mayes, 2019), together with their understanding of viscosity and their contextual knowledge of volcanoes. Students’ diverse applications of quantitative reasoning were not anticipated, especially since they were not given any particular directions. In expressing the certainty of their predictions, students referred to viscosity and lava flow rates, the dimensions of the volcano, and environmental factors.

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Section: Interpreting Problem and Contextmentioning

confidence: 99%

Fifth-grade Students’ Quantitative Modeling in a STEM Investigation

English

2022

Journal for STEM Educ Res

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“…In a socio-critical perspective of modeling, the learners carry out all the actions related to the construction of the model (production and analysis of data, use of statistical tools and statistical reasoning to make conclusions based on data) and use the findings provided by the model to transform their surroundings (Zapata-Cardona, 2018). It means that the model becomes a tool to deepen the statistical knowledge of the learner but at the same time allows the development of awareness as a critical citizen (Zapata-Cardona & Marrugo-Escobar, 2019).…”

Section: Statistical Modelingmentioning

confidence: 99%

“…Artificial or fictitious contexts would detract from the purpose of modeling (Barbosa, 2006) for the development of social consciousness. Therefore, the contexts have the role of generating a connection with the "world outside" (Zapata-Cardona, 2018).…”

Section: Statistical Modelingmentioning

confidence: 99%

Statistical modeling in teacher education

Zapata‐Cardona

Martínez-Castro

2021

Mathematical Thinking and Learning

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The purpose of this research is to investigate prospective teachers' learning in the statistical modeling process. To reach this goal, we position the study in a socio-critical perspective of modeling that informed the design of a statistical investigation. Participants were 10 prospective teachers from a state university in northwestern Colombia who were taking a methods course in statistics. They worked out a statistical investigation inspired by a news article on global warming. The main source of data was fragments from prospective teachers' speech while working out the statistical investigation. The information was complemented with prospective teachers' narratives in which they reflected on their experience with statistics. The results reveal that the prospective teachers' discourse offers indications to suggest that the participants were in the process of developing statistical knowledge as well as developing awareness as critical citizens. Prospective teachers used statistics tools to (1) make sense of a crisis of society while progressing in the development of their statistical knowledge and (2) reflect on the critical issue while showing signs of social awareness development.

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“…Algunos autores (Pfannkuch y Wild, 2004) consideran que los modelos estadísticos son formas estadísticas de representar y pensar sobre la realidad, y, por tanto, permiten interpretar y estudiar fenómenos sociales (Campos, 2016b) presentes en el mundo. En este sentido, una herramienta simple como la representación gráfica de los datos, o una forma específica de estructurar los datos como las tablas (Zapata-Cardona, 2018), pueden considerarse modelos estadísticos. Por su parte, el razonamiento estadístico involucra hacer interpretaciones sobre los datos, las representaciones gráficas, la construcción de tablas, entre otros, que llevan a comprensiones e inferencias acerca de los resultados (Campos et al, 2013).…”

Section: Razonamiento Con Modelos Estadísticosunclassified

El pensamiento estadístico como herramienta para la ciudadanía crítica en la formación inicial de profesores de Estadística

Martínez-Castro

Zapata‐Cardona

2021

Yupana

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El presente artículo reporta un estudio que indagó los aportes del pensamiento estadístico a la ciudadanía crítica en la formación inicial de profesores de Estadística. Los participantes de la investigación fueron diez profesores en formación que cursaban un seminario de Didáctica de la Estadística en un programa de Licenciatura en Matemáticas en una universidad pública de la ciudad de Medellín, Colombia. Los participantes fueron invitados a desarrollar cuatro investigaciones estadísticas en el aula relacionadas con crisis sociales. Las fuentes de información primaria fueron las discusiones en los encuentros del seminario. El análisis se llevó a cabo mediante una codificación inicial para reducir el volumen de la información, organizarla y encontrar regularidades y patrones. Los principales hallazgos reflejan que mediante las investigaciones estadísticas en el aula, los participantes siguieron un ciclo de indagación empírica en el cual vincularon conceptos, herramientas, procedimientos, razonamiento e inferencia, disposiciones y contextos reales al aproximarse a dar respuestas a las preguntas estadísticas planteadas. Este es un aporte a la ciudadanía crítica.

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Students’ construction and use of statistical models: a socio-critical perspective

Cited by 9 publications

References 15 publications

Fifth-grade Students’ Quantitative Modeling in a STEM Investigation

Fifth-grade Students’ Quantitative Modeling in a STEM Investigation

Statistical modeling in teacher education

El pensamiento estadístico como herramienta para la ciudadanía crítica en la formación inicial de profesores de Estadística

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