Using Applets and Video Instruction to Foster Students' Understanding of Sampling Variability

How do Students Reason about Statistical Sampling with Computer Simulations? An Integrative Review from a Grounded Cognition Perspective

“…The findings suggested the benefit of sampling simulations in developing mental habits and improving general conceptions of statistics through repeated trials (Arnold et al, 2011, Braham et al, 2013Chandrakantha, 2014;2018;Konold, 2008;Lehrer, 2017;McDaniel & Green, 2012;Makar et al;2011;McLean & Doeer, 2015;van Dijke-Drookers et al, 2021a;2021b). These findings can be contextualized within the broader framework of bidirectional relationships between perceptual and conceptual learning.…”

“…A number of studies reported positive learning outcomes related to general statistical reasoning abilities and skills. The reported evidence was better performance in items that target general statistical reasoning when compared to non-simulation groups (Chandrakantha, 2014(Chandrakantha, , 2018van Dijke-Drookers et al, 2021a) and improvement from pre-to-post test (Arnold et al, 2011, Konold, 2008Lehrer, 2017;McDaniel & Green, 2012); and qualitative observations of increased adoption of statistical norms, habits, and the use of probabilistic language (Braham et al, 2013;Makar et al;2011;McLean & Doeer, 2015;van Dijke-Drookers et al, 2021b) An important learning objective in basic statistical education is developing habits of mind, which can be defined as the ability to spontaneously bring statistical knowledge to bear when one encounters critical claims about data (Ridgway, 2022). Sampling simulations have been found to help learners develop appropriate statistical norms and habits (Makar et al, 2011;McLean & Doeer, 2015;van Dijke-Drookers et al, 2021b).…”

How do students reason about statistical sampling with computer simulations? An integrative review from a grounded cognition perspective

“…The reported evidence was better performance in items that target general statistical reasoning when compared to non-simulation groups (Chandrakantha, 2014(Chandrakantha, , 2018van Dijke-Droogers et al, 2021a), improvement from pre-to-post-test (Arnold et al, 2017, Konold & Kazak, 2008Lehrer, 2017;McDaniel & Green, 2012); and qualitative observations of increased adoption of statistical norms, habits, and the use of probabilistic language (Braham et al, 2013;Makar et al, 2011;McLean & Doerr, 2015;van Dijke-Droogers et al, 2021b). An important learning objective in basic statistical education is developing habits of mind, defined as the ability to spontaneously bring statistical knowledge to bear when one encounters critical claims about data (Ridgway, 2022).…”