The Role of Context Expertise When Comparing Data

Langrall, Cynthia W.; Nisbet, Steven; Mooney, Edward S.; Jansem, Sinchai

doi:10.1080/10986065.2011.538620

Cited by 34 publications

(36 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the TinkerPlots environment of my study, I found that conjecturing about causal relationships was the pairs' way of justifying their conclusion that listening to classical music did not have an effect on test scores, despite this group of students containing the outlier. This resonates with the findings of Langrall, Nisbett, Mooney, and Jansem's (2011) study about the role of context expertise when comparing two data sets.…”

Section: Research Question Onesupporting

confidence: 86%

See 1 more Smart Citation

Examining Middle School Students' Statistical Thinking While Working in a Technological Environment

Scranton¹

View full text Add to dashboard Cite

of Pair 7C TinkerPlots session Characterization of Pair 7C TinkerPlots session Differences in thinking when working in the two mediums Findings of Cross-case Analysis Cross-case Analysis of the Paper and Pencil Task Representation Context The analysis cycle Difference in group size Method of analysis Cross-case Analysis of the Tinkerplots Task Representation Context The analysis cycle Method of analysis Difference in group size Summary of Findings V. CONCLUSIONS Overview of Study Answers to Research Questions Research Question One Context Relationship to related literature The analysis cycle Relationship to related literature Research Question Two Representation Relationship to related literature Method of analysis vi Relationship to related literature Difference in group size Relationship to related literature Implications and Significance of the Study Implications of the Technology Did Tinkerplots function as a Mindtool and become an intellectual partner with the students in this study? Implications for Instruction

show abstract

Section: Research Question Onesupporting

confidence: 86%

“…Several researchers have identified that student use of context knowledge is as a valuable asset in statistical thinking and the solution of statistical tasks (Langrall, Nisbett, Mooney, & Jansem, 2011;Paparistodemou & Melietiou-Mavrotheris, 2008).…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

Examining Middle School Students' Statistical Thinking While Working in a Technological Environment

Scranton¹

View full text Add to dashboard Cite

show abstract

“…Indeed, the role of context and, in particular, the interpreter's relationship with the context, has emerged as a key factor in statistical reasoning. Langrall et al (2011), for example, found that middle school students who had a degree of expertise in a given data context, were able to draw on this expertise to work with the data. They were able to identify useful data, qualify claims, or generally interpret the data and the results of their analysis.…”

Section: Mathematical Literacy and Climate Changementioning

confidence: 97%

The mathematical formatting of climate change: critical mathematics education and post-normal science

Barwell

2013

Research in Mathematics Education

View full text Add to dashboard Cite

“…Research can inform the setting of learning goals that help children begin to balance attention to data and context. In one study of children's use of context knowledge in statistics, Langrall et al (2011)…”

Section: Reflections On Attention To Context In Ccssmmentioning

confidence: 99%

Applying Design-Based Research Findings to Improve the Common Core State Standards for Data and Statistics in Grades 4–6

Groth

2019

Journal of Statistics Education

View full text Add to dashboard Cite

The Common Core State Standards for Mathematics have a widespread impact on children's statistical learning opportunities. The Grade 6 standards are particularly ambitious in the goals they set. In this critique, experiences helping children work toward the Grade 6 Common Core statistics expectations are used in conjunction with previous research to identify ways in which the Grades 4-6 standards might be supplemented or revised to help maximize learning. It is suggested that opportunities for children to perceive datasets as aggregates and to draw reasonable conclusions about statistical data by attending to context should be purposefully introduced in Grades 4-5. Currently, the Common Core does not have explicit learning standards for these activities in fourth and fifth grade. It is also suggested that teachers help students question their natural tendencies to focus extensively on the mode when summarizing data. The current standards do not specifically mention the mode. Revising or supplementing the Common Core in the suggested ways holds potential to make the Grade 6 statistical learning standards more attainable for children and to help teachers better anticipate the statistical thinking tendencies that are likely to emerge during classroom discourse.

show abstract

The Role of Context Expertise When Comparing Data

Cited by 34 publications

References 19 publications

Examining Middle School Students' Statistical Thinking While Working in a Technological Environment

Examining Middle School Students' Statistical Thinking While Working in a Technological Environment

The mathematical formatting of climate change: critical mathematics education and post-normal science

Applying Design-Based Research Findings to Improve the Common Core State Standards for Data and Statistics in Grades 4–6

Contact Info

Product

Resources

About