Statistics is a discipline in its own right rather than a branch of mathematics, and the knowledge needed to solve statistical problems is likely to differ from the knowledge needed to solve mathematical problems. Therefore, a framework that characterizescreative performance in learning to reason about informal statistical inference is essential. In this chapter we present such a framework – Creativity Assessment in Statistics Inquiry (CASI) – to describe and assess creative praxis of primary school students involved in learning informal statistical inference in statistical inquiry settings. In building the suggested framework, we adapt the three common characteristics of creativity in the mathematics education literature, namely, fluency, flexibility, and novelty, to the specifics of learning statistics. We use this framework to capture creative praxis of three groups of sixth grade students in statistical inquiry episodes. The episodes analysis illustrates the strengths and limitations of the suggested framework. We finally cons der briefly research and practical issues in assessing and fostering creativity in statistics learning.
|Title of host publication||Creativity in Mathematics and the Education of Gifted Students|
|Subtitle of host publication||Proceedings of the Joint ICMI/IASE Study on Statistics Education in School Mathematics - Challenges for Teaching and Teacher Education|
|Editors||Roza Leikin, Abraham Berman, Boris Koichu|
|Number of pages||20|
|State||Published - 1 Jan 2009|
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© 2009 Sense Publishers. All Rights Reserved.
ASJC Scopus subject areas
- Social Sciences (all)