The Mystery of the Black Box: An Experience of Informal Inferential Reasoning

Estrella, Soledad; Méndez-Reina, Maritza; Salinas, Rodrigo; Rojas, T. Capistrán

doi:10.1007/978-3-031-29459-4_16

Cited by 1 publication

(1 citation statement)

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“…In this context, on the one hand, research has been carried out in primary education on early learning of statistics and probability, these studies involve aspects of informal inferential reasoning (IIR), literacy and statistical reasoning (e.g., Vasquez & Alsina, 2019;Vidal-Szabó et al, 2020). On the other hand, studies have been carried out in secondary education on IIR (e.g., Estrella et al, 2023), elements of informal inference have been identified in eighth grade mathematics textbooks (Sanchez & Ruiz, 2022) and on inferential reasoning with mathematics teachers (e.g., Lugo-Armenta & Pino-Fan, 2021c, 2022. Some proposals have developed on novel ways of addressing inference, both from the standpoint of informal inference and from a movement toward formal inference.…”

Section: Introductionmentioning

confidence: 99%

An approach to inferential reasoning levels on the Chi-square statistic

Lugo-Armenta,

Pino-Fan

2024

EURASIA J Math Sci Tech Ed

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This paper presents an approach of progressive levels of inferential reasoning on the Chi-square statistic, going from informal to formal reasoning. The proposal is based on epistemic criteria retrieved from a historical-epistemological study of such statistic and the contributions of statistics education literature on inferential reasoning. In this regard, some theoretical and methodological notions from the onto-semiotic approach were used to identify meanings attributed to the Chi-square statistic throughout its evolution and development. The mathematical characteristics of those meanings are closely linked to the indicators of the levels proposed. The nature of the four levels on the Chi-square statistic allowed us to develop an initial approach to levels of inferential reasoning, which could be applied to other statistics such as z, student’s t and F.

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Section: Introductionmentioning

confidence: 99%