Questions and answers … but no reasoning!

Dorte Moeskær Larsen, Camilla Hellsten Østergaard

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

Abstract

Statistical reasoning has often been used synonymously with statistical thinking. In this paper, we focus on the reasoning part and we analyse mathematic lessons about statistics in a primary school class, using a construct from the Anthropological Theory of Didactics approach, called Study and Research Paths. By comparing the a priori tree-diagram of the course with the a posteriori treediagram of the observed teaching, it becomes clear that the teacher’s questions never make the students engage in statistical reasoning and the students’ questions are more concerned with practical and organizational issues than with obtaining a greater understanding of statistical reasoning.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
EditorsUffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME
Publication date2019
Pages249-256
ISBN (Print)978-90-73346-75-8
Publication statusPublished - 2019
EventEleventh Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands
Duration: 5. Feb 201910. Feb 2019

Conference

ConferenceEleventh Congress of the European Society for Research in Mathematics Education
Country/TerritoryNetherlands
CityUtrecht
Period05/02/201910/02/2019

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