High school students’ levels of thinking in regard to statistical study design

Thumbnail Image

Files

High School Students Levels of Thinking in Regard to Statistical Study Design.pdf (165.37 KB)

Links to Files

Permanent Link

http://hdl.handle.net/11603/142

Collections

SU Faculty and Staff Collection
SU Department of Education Leadership and Graduate Studies

Author/Creator

Author/Creator ORCID

Date

2003

Type of Work

Text

Department

Program

Citation of Original Publication

Groth, R.E. (2003). High school students’ levels of thinking in regard to statistical study design. Mathematics Education Research Journal, 15(3), 252-269.

Rights

Subjects

statistics
mathematics teaching
study design
high school students

Abstract

The study describes levels of thinking in regard to the design of statistical studies. Clinical interviews were conducted with 15 students. Each student was enrolled in high school or was a recent graduate. The students interviewed represented a range of mathematical backgrounds. During the clinical interview sessions, students were asked how they would go about designing studies to answer several different quantifiable questions. Several levels of sophistication were identified in their responses. The levels of sophistication in response are discussed in terms of the Biggs and Collis (1982, 1991) cognitive model.