Critiquing Statistics in Student and Professional Worlds

Autor/inn/en	Jones, Ryan Seth; Lehrer, Richard; Kim, Min-Joung
Titel	Critiquing Statistics in Student and Professional Worlds
Quelle	In: Cognition and Instruction, 35 (2017) 4, S.317-336 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2017.1358720
Schlagwörter	Comparative Analysis; Criticism; STEM Education; Professional Personnel; Scientists; Engineering; Interviews; Student Attitudes; Statistics; Group Discussion; Mathematics Instruction; Instructional Design; Grade 6; Middle School Students; Researchers; College Faculty; Video Technology; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Kritik; STEM; Personalbestand; Scientist; Wissenschaftler; Maschinenbau; Interviewing; Interviewtechnik; Schülerverhalten; Statistik; Gruppendiskussion; Mathematics lessons; Mathematikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Researcher; Forscher; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article compares students' critiques within a class discussion about an invented statistic to STEM professionals' critiques from interviews to better understand how the situated meanings of a statistic are similar and different across student and professional worlds. We discuss similarities and differences in how participants constructed meaning for the statistic, and argue that disciplinary practices in schooling will always have an approximate, and somewhat indeterminate, relation to the figured worlds of professional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01