Children’s wonder how to wander between data and context

Dani Ben-Zvi, Keren Aridor-Berger

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


The knowledge and application of the problem context and its relation to data analysis is a key component in the development of students’ informal inferential reasoning. This case study analyzes children’s emergent understanding of the relationship between the context world and the data world while making informal statistical inferences in an inquiry-based learning environment using TinkerPlots. We focus on two fifth-grade students (aged 11) who participated in the 2010 Connections design experiment in Israel. We observe and analyze their first steps in the two worlds—data and context—in growing samples investigations. They developed gradually and inconsistently an understanding of making informal inferences considering both context and data. They moved from an initial conception of context and data as separate entities to two interconnected and relevant dimensions. We finally discuss this development and what might have supported it.

Original languageEnglish
Title of host publicationThe Teaching and Learning of Statistics
Subtitle of host publicationInternational Perspectives
PublisherSpringer International Publishing
Number of pages12
ISBN (Electronic)9783319234700
ISBN (Print)9783319234694
StatePublished - 1 Jan 2015

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2016.


  • Context
  • Data
  • Growing samples
  • Informal inferential reasoning
  • Informal statistical inference
  • Statistical reasoning
  • Statistics education

ASJC Scopus subject areas

  • Social Sciences (all)


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