The Process of Actively Building a Model for a Randomization Test--Insights into Learners' Modeling Activities Based on a Case Study

Autor/inn/en	Podworny, Susanne; Biehler, Rolf
Titel	The Process of Actively Building a Model for a Randomization Test--Insights into Learners' Modeling Activities Based on a Case Study
Quelle	In: Mathematical Thinking and Learning: An International Journal, 24 (2022) 4, S.291-311 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1922837
Schlagwörter	Statistics Education; Statistical Inference; Simulation; Preservice Teacher Education; Models; Graphs; Computer Software + Suchen Sie Ihr Suchwort? Inferential statistics; Schließende Statistik; Simulation program; Simulationsprogramm; Lehramtsstudiengang; Lehrerausbildung; Analogiemodell; Grafische Darstellung
Abstract	Inferential reasoning is an integral part of science and civic society, but research shows that it is a problematic domain for many people. One possibility for a more accessible approach to inferential reasoning is to use randomization tests via computer simulations. A case study was conducted with primary preservice teachers after they had passed a course module that introduced inferential reasoning with randomization tests. The study examines how three pairs of primary preservice teachers construct models in a randomization test task with both hands-on and computer-supported components. Our findings suggest that there is a common sequence in the model building process: planning, modeling the random assignment, setting sample size and replacement, and running the simulation. Our findings show in depth how TinkerPlots can be a supportive and constraining medium in the modeling process, building on experiences with physical simulations of a randomization test. These insights can be used for redesigning technology-supported learning trajectories for randomization tests. Together with other case studies our findings provide a good sense of university students' modeling processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01