Characteristics of student statistical reasoning in mathematical problem solving

Hidayanto, Erry; Rahmatina, Desi

doi:10.1063/5.0003653

Cited by 2 publications

(4 citation statements)

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“…Statistical reasoning is not only used in statistical topics, but it can also be used in non-statistical topics, such as topics in mathematical problem solving (Hidayanto & Rahmatina, 2020) and topics in biology (Deane et al, 2016;Fiedler et al, 2019). Hidayanto & Rahmatina (2020) investigated the characteristics of students' statistical reasoning, in which one of the characteristics of statistical reasoning was a relation. In this regard, students could connect several mathematical concepts, including linking the concepts of volume, space, numbers, and one-variable linear equation.…”

Section: Introductionmentioning

confidence: 99%

“…The table in this task contained a variety of complex information related to real-world data, so that it required students to do a statistical reasoning process. Statistical reasoning, in this study, is the students' ability to connect several concepts and ideas (Kalobo, 2016;Hidayanto & Rahmatina, 2020), use statistical concepts (Lovett, 2001) and mathematics, understand and be able to explain statistical processes and interpret statistical results (Garfield, 2002) for decision making. The commognitive framework was used as a lens to describe the student's statistical reasoning.…”

Section: Introductionmentioning

confidence: 99%

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Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework

et al. 2022

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Background: Statistical reasoning plays an important role in decision making, as the latter requires the individual to be able to connect and relate various aspects and ideas. Objectives: This study aimed to describe the student's statistical reasoning process using a commognitive framework based on the task of making decisions. Design: This study used a qualitative approach with a descriptive exploratory design. Setting and Participants: Respondents in this study were students majoring in mathematics in the fourth and sixth semesters. There were 58 students involved; three of them were research subjects. Data collection and analysis: The authors gave students a task containing a question. The question had to do with choosing one out of six employees who were most successful at their jobs. Results: The findings in this study indicate two main aspects when carrying out the statistical reasoning process using a commognitive framework in making decisions: 1) the visual mediator created when representing data is the foundation for analysing and interpreting data. Visual mediators that were irrelevant to data had an impact on the emergence of ritualised routine, resulting in an illogical decision; 2) substantiations narrative, in the form of involving various aspects of decision making, and memorisation narrative, in the form of rules related to mathematical or statistical concepts in decision making, were tools to minimise the risks arising from the decisions made. Conclusions: Commognitive framework could be used as a tool when students carried out statistical reasoning process in making complex decisions. It was important to make a visual mediator matching the data display when students represented data.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework

et al. 2022

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“…Whereas in this study, subjects are required to link the relationship of several concepts, such as the relationship between the concept of variability with the mean, median, mode, and concept of normal distribution. The ability to connect among concepts is one characteristic of statistical reasoning (Hidayanto and Rahmatina, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The narrative plays a vital role in reasoning (Saletta et al, 2020), including statistical reasoning. This is based on the fact that someone is said to have carried out statistical reasoning if they already possessed the characteristics of the statistical reasoning, including being able to connect several concepts, combining various ideas, understanding steps to solve problems, and being able to explain the statistical process (Hidayanto and Rahmatina, 2020 This study investigates how the process of statistical reasoning is reviewed from students' narratives based on task about variability. The task was given to students whose data display was in the form of an ogive graph.…”

Section: Introductionmentioning

confidence: 99%

Statistical Reasoning of Variability in the Narrative Perspective of Students

Rahmatina¹,

Nusantara²,

Parta³

et al. 2020

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Statistical reasoning is the way people reason with statistical ideas and make sense of statistical information. Statistical reasoning plays a major role and is essential when individuals are faced with daily phenomena such as educational achievement. Variability is a fundamental component of statistical reasoning. This study aimed to investigate the process of statistical reasoning observed from the students' narration based on the task of variability. The statistical reasoning process used in this study is in analyzing and interpreting the data. There are three indicators used in statistical reasoning, namely students’ narrative in comparing variability, making conclusions, and making decisions based on the ogive graph. There were 108 students involved in this study in Mathematics Education; 49 were selected as research subjects. The subject was chosen because they had carried out a statistical reasoning process using narrative with "make sense" without doing mathematical calculations in completing the task. Two of the 49 students were selected to be interviewed. This study used two instruments, namely a written task and a semi-structured interview guide. The data were analyzed using qualitative methods with an exploratory, descriptive design. This study indicates that two forms of narrative emerge when students undertake a process of statistical reasoning, namely a consistent narrative and inconsistent narrative. The consistent narrative occurs when students can provide the same endorsed narrative about variability in each statistical reasoning process. Meanwhile, the inconsistent narrative occurs when students provide an endorsed narrative, which is the opposite of comparing the variability in the two data groups with the endorsed narrative in making decisions. Narrative inconsistency results in the wrong decision making in choosing one of the two groups of data. A consistent Narrative plays an essential role in making the right decision. The ability to use statistical concepts is needed to produce a consistent narrative.

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Characteristics of student statistical reasoning in mathematical problem solving

Cited by 2 publications

References 10 publications

Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework

Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework

Statistical Reasoning of Variability in the Narrative Perspective of Students

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