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

dc.contributor.author	Groth, Randall E.
dc.date.accessioned	2015-08-06T17:51:50Z
dc.date.available	2015-08-06T17:51:50Z
dc.date.issued	2003
dc.description.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.	en_US
dc.identifier	doi:10.13016/M2DP89
dc.identifier.citation	Groth, R.E. (2003). High school students’ levels of thinking in regard to statistical study design. Mathematics Education Research Journal, 15(3), 252-269.	en_US
dc.identifier.issn	1033-2170
dc.identifier.uri	http://hdl.handle.net/11603/142
dc.language.iso	en_US	en_US
dc.relation.isAvailableAt	Salisbury University	English
dc.subject	statistics	en_US
dc.subject	mathematics teaching	en_US
dc.subject	study design	en_US
dc.subject	high school students	en_US
dc.title	High school students’ levels of thinking in regard to statistical study design	en_US
dc.type	Text	en_US

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