Students' Use of Narrative When Constructing Statistical Models in Tinkerplots

Autor/inn/en	Noll, Jennifer; Clement, Kit; Dolor, Jason; Kirin, Dana; Petersen, Matthew
Titel	Students' Use of Narrative When Constructing Statistical Models in Tinkerplots
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 7, S.1267-1280 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Noll, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0981-x
Schlagwörter	Statistics; Mathematics Instruction; Mathematical Models; Computer Software; Teaching Methods; Computer Simulation; Introductory Courses; Music Teachers; Thinking Skills; Instructional Design; Narration + Suchen Sie Ihr Suchwort? Statistik; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Einführungskurs; Music; Teacher; Teachers; Musiklehrer; Denkfähigkeit; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Initial research has shown that simulating data from models created with computer software may enhance students' understanding of concepts in introductory statistics; yet, there is little research investigating students' development of statistical models. The research presented here examines small groups of students as they develop a model for a situation where a music teacher plays ten notes for a student who tries to guess each of the notes correctly. As students constructed their models and described their thinking, their descriptions were narrative in nature, focusing on the story of notes played and guessed. In this context, their focus on narrative appeared to support the development of productive statistical models. In addition, when students investigated pre-built TinkerPlots models, they preferred models that they perceived as more communicative or narrative in nature. These results have important pedagogical implications in terms of designing modeling curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01