Technology for enhancing statistical reasoning at the school level

Rolf Biehler, Dani Ben-Zvi, Arthur Bakker, Katie Makar

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

Abstract

The purpose of this chapter is to provide an updated overview of digital technologies relevant to statistics education, and to summarize what is currently known about how these new technologies can support the development of students' statistical reasoning at the school level. A brief literature review of trends in statistics education is followed by a section on the history of technologies in statistics and statistics education. Next, an overview of various types of technological tools highlights their benefits, purposes and limitations for developing students' statistical reasoning. We further discuss different learning environments that capitalize on these tools with examples from research and practice. Dynamic data analysis software applications for secondary students such as Fathom and TinkerPlots are discussed in detail. Examples are provided to illustrate innovative uses of technology. In the future, these uses may also be supported by a wider range of new tools still to be developed. To summarize some of the findings, the role of digital technologies in statistical reasoning is metaphorically compared with travelling between data and conclusions, where these tools represent fast modes of transport. Finally, we suggest future directions for technology in research and practice of developing students' statistical reasoning in technology-enhanced learning environments.

Original languageEnglish
Title of host publicationThird International Handbook of Mathematics Education
PublisherSpringer New York
Pages643-689
Number of pages47
ISBN (Electronic)9781461446842
ISBN (Print)9781461446835
DOIs
StatePublished - 1 Jan 2013

Bibliographical note

Publisher Copyright:
© Springer Science+Business Media New York 2013. All rights are reserved.

ASJC Scopus subject areas

  • Mathematics (all)

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