Reactions to Data: Students' Understanding of Data Interpretation
نویسنده
چکیده
This paper reports on a study of high school students' understanding of statistics. Grade 7 to 12 students (n=180) completed an open-ended written response task about data description and prediction. Follow-up interviews were undertaken with 15 students. The SOLO Taxonomy and the Rasch Model were used to analyse the polychotomously categorised data. This analysis indicated student responses fell into two cycles within the concrete-symbolic mode, with two parallel paths of cognitive growth within these cycles. These findings suggest a need to modify approaches to teaching so as to better take into account the level of students' understanding of statistics.
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