The Nature and Use of Theories in Statistics Education

Nilsson, Per; Bakker, Arthur

doi:10.1007/978-3-319-66195-7_11

Cited by 9 publications

(6 citation statements)

References 91 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Inferentialism is a theory attracting increasing attention in statistics education (Nilsson et al, 2017). It is a semantic theory, putting inference at the core of human knowing (Brandom, 1994), and thus fits well with the idea of statistical inference at the heart of statistical knowing (Bakker & Derry, 2011).…”

Section: Inferentialismmentioning

confidence: 85%

“…Hence, in expressing knowledge of a concept we are placing the concept in a language game, of justifying and being able to justify what we say (Sellars et al, 1997). In other words, we are placing it in a GoGAR in which we make claims, give reasons, ask for reasons and acknowledge, undertake and reject claims of others (Schindler & Seidouvy, 2019) Although inferentialism is a theory that is attracting increasing attention in statistics education (Nilsson et al, 2017), it has the role of a background theory (Mason & Waywood, 1996). As a background theory, it provides a conceptualization of meaning and understanding (cf.…”

Section: Inferentialismmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Informal Hypothesis Testing in a Probability Context With Concrete Random Generators

NILSSON¹

2021

SERJ

Self Cite

View full text Add to dashboard Cite

This study examines informal hypothesis testing in the context of drawing inferences of underlying probability distributions. Through a small-scale teaching experiment of three lessons, the study explores how fifth-grade students distinguish a non-uniform probability distribution from uniform probability distributions in a data-rich learning environment, and what role processes of data production play in their investigations. The study outlines aspects of students’ informal understanding of hypothesis testing. It shows how students with no formal education can follow the logic that a small difference in samples can be the effect of randomness, while a large difference implies a real difference in the underlying process. The students distinguish the mode and the size of differences in frequencies as signals in data and used these signals to give data-based reasons in processes of informal hypothesis testing. The study also highlights the role of data production and points to a need for further research on the role of data production in an informal approach to the teaching and learning of statistical inference. First published December 2020 at Statistics Education Research Journal: Archives

show abstract

Section: Inferentialismmentioning

confidence: 85%

Section: Inferentialismmentioning

confidence: 99%

Students’ Informal Hypothesis Testing in a Probability Context With Concrete Random Generators

NILSSON¹

2021

SERJ

Self Cite

View full text Add to dashboard Cite

show abstract

“…All results were screened and analyzed in line with the research questions. With PRISMA [41], Gough et al [42], and Nilsson et al [43] in mind, we proceeded in three steps: identification of potential articles through database searches, screening of all articles based on inclusion and exclusion criteria, and analysis of the included articles according to deductively derived categories. The process of conducting our review and its three steps are shown in Figure 2.…”

Section: Methodsmentioning

confidence: 99%

Motion Capture Systems and Their Use in Educational Research: Insights from a Systematic Literature Review

Reuter

2023

Education Sciences

View full text Add to dashboard Cite

Motion capture is gaining significance in educational research. Different motion capture systems (MCSs) are used in educational research for different purposes and in different ways, which creates a diversity that is difficult to monitor. The aim of this article is to provide an overview of MCSs and their uses in educational research addressing primary and secondary school education. We conducted a systematic review focusing on the types of MCSs and the concrete systems being used, looking at how they are used, the purposes of their use, the aims and the research questions under investigation, the subjects/topics addressed in the studies, the locations/places of use, the potential benefits of using MCSs perceived by the researchers, and the underlying theories of movement. Based on n = 20 studies focusing on primary and secondary school education identified in our database search, we found that these studies mainly used optical MCSs. Furthermore, we identified three main purposes of their use: to directly support the learning process of students, as analysis tools, or for developing tutoring systems that support students in their learning. This paper gives insights into the use of MCSs in educational research and provides a springboard for further research using MCSs in educational research.

show abstract

“…It is important to understand that knowledgehow produced through the joint activity can always be considered as new not only by the students but also by the teacher, who takes the students' perspective. Note that inferentialists distinguish between the classroom and the task contexts (Nilsson & Schindler 2018) and that no normative concept use can be brought in from outside the classroom, as it is well-known that no sociomathematical norm can be brought in from outside the classroom (Yackel & Cobb 1996). Even for the teacher familiar with the task contexts, it should be her first time using a particular concept in the joint activity with her current students in the classroom context.…”

Section: Implications From the New Ontology Of Reasonsmentioning

confidence: 99%

A new ontology of reasons for inferentialism: redefining the notion of conceptualization and proposing an observer effect on assessment

Uegatani

Otani

2019

Math Ed Res J

View full text Add to dashboard Cite

The purpose of this paper is to propose a new ontology of reasons for inferentialism. The existing inferentialist approach to mathematics education has a methodological challenge in retrospective analysis and a noncollaborative issue stems from a narrow view of learning. The proposed ontology, built on a radical interpretation of the inferentialist idea of conceptual pragmatism, enables us to maintain philosophical consistency on the basis of the distinction between students' reasons and the observer's perspectives, on the one hand, and dealing with the collaborative nature of classroom mathematical activities without assuming the knowledge to be learned as given. In order to build the ontology, the authors will redefine the notion of conceptualization as a judgment and claim that only articulated reasons exist and that unarticulated reasons are vague and variable. The shift in the ontological perspective requires us to reject a kind of retrospective analysis. In this regard, we should consider the impact of the observer effect on the assessment of conceptual development: This effect implies that it is not until a person is asked to provide her reason that her reason comes to exist. Finally, the authors will derive implications from the ontology: the teachers' dual roles of enhancing students' conceptualization and of assessing their current conceptual development and the implicit connection between inferentialist approaches and design research.

show abstract

The Nature and Use of Theories in Statistics Education

Cited by 9 publications

References 91 publications

Students’ Informal Hypothesis Testing in a Probability Context With Concrete Random Generators

Students’ Informal Hypothesis Testing in a Probability Context With Concrete Random Generators

Motion Capture Systems and Their Use in Educational Research: Insights from a Systematic Literature Review

A new ontology of reasons for inferentialism: redefining the notion of conceptualization and proposing an observer effect on assessment

Contact Info

Product

Resources

About