The Double-Edged Sword of Conjecturing

Autor/inn/en	Dvir, Michal; Ben-Zvi, Dani
Titel	The Double-Edged Sword of Conjecturing
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 2, S.153-176 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dvir, Michal) ORCID (Ben-Zvi, Dani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1940427
Schlagwörter	Mathematics Instruction; Teaching Methods; Statistics Education; Instructional Design; Case Studies; Task Analysis; Probability; Models; Guidelines; Longitudinal Studies; Thinking Skills; Statistical Bias; Statistical Inference; Grade 6; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Case study; Fallstudie; Case Study; Aufgabenanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Analogiemodell; Richtlinien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Denkfähigkeit; Inferential statistics; Schließende Statistik; School year 06; 6. Schuljahr; Schuljahr 06; Ausland
Abstract	Employing a statistical modeling inspired pedagogy is becoming a widespread practice in the statistics education community. Many have incorporated the practice of formulating conjectures in their modeling-enhanced educational designs and have reported on its benefits. We further elucidate the mechanism through which students' conjecturing may be beneficial, in particular to their emergent reasoning with informal statistical models and modeling, as well as examine what challenges it may entail -- the double-edged sword of conjecturing. We introduce a framework to describe young learners' reasoning with informal statistical models and modeling (RISM), in which students' conjecturing is represented as one of two parallel planes of model creation and refinement. We offer a case study of a pair of students' participation in an integrated modeling learning sequence, including both real-world modeling tasks and probability-world modeling tasks. The pair was chosen as both students held strong, opposing real-world conjectures. Our goal is to elucidate the roles these conjectures can play, for better or for worse, to fully harvest the pedagogical potential of conjecturing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01