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Eliciting elementary school students...

Smith, Dustin Owen.

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Eliciting elementary school students' informal inferential reasoning through storytelling.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Eliciting elementary school students' informal inferential reasoning through storytelling./
作者:	Smith, Dustin Owen.
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3690437
ISBN:	9781321589856

Eliciting elementary school students' informal inferential reasoning through storytelling.
Smith, Dustin Owen.

Eliciting elementary school students' informal inferential reasoning through storytelling. - 169 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--Western Michigan University, 2014.

One growing area of research on statistical learning is Informal Inferential Reasoning (IIR). Makar and Rubin (2009) describe IIR as having three components: making and evaluating inferential claims, supporting claims explicitly with data, and attending to the inherent uncertainty present in statistical inference-making. This dissertation study was built around developing a method for providing opportunities for elementary school students (Grades K, 2, and 4) to engage with IIR within the context of stories and storytelling through a method called Storytelling-Questioning. After interacting with and discussing two separate stories, it was found that students of each grade level were able to engage in IIR through this method although magical contexts and accessibility of data in the stories were important constraining factors. Overall, while students were able to engage with IIR, they struggled to identify relevant data and to support their claims about uncertainty.

ISBN: 9781321589856Subjects--Topical Terms:

641129
Mathematics education.

Eliciting elementary school students' informal inferential reasoning through storytelling.
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500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Kate Kline.
502 $a Thesis (Ph.D.)--Western Michigan University, 2014.
520 $a One growing area of research on statistical learning is Informal Inferential Reasoning (IIR). Makar and Rubin (2009) describe IIR as having three components: making and evaluating inferential claims, supporting claims explicitly with data, and attending to the inherent uncertainty present in statistical inference-making. This dissertation study was built around developing a method for providing opportunities for elementary school students (Grades K, 2, and 4) to engage with IIR within the context of stories and storytelling through a method called Storytelling-Questioning. After interacting with and discussing two separate stories, it was found that students of each grade level were able to engage in IIR through this method although magical contexts and accessibility of data in the stories were important constraining factors. Overall, while students were able to engage with IIR, they struggled to identify relevant data and to support their claims about uncertainty.
520 $a This study contributes to the description of the IIR abilities of elementary school students. It also provides the foundation for enhancing a common pedagogical approach used by elementary school teachers, reading stories, in a new and practical way in order to engage young children with statistical ideas.
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