International Electronic Journal of Mathematics Education

Reasoning about Variation: Student Voice
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2007 - Volume 2 Issue 3, pp. 110-127
  • Published Online: 12 Dec 2007
  • Article Views: 606 | Article Download: 719
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Reading C, Reid J. Reasoning about Variation: Student Voice. Int Elect J Math Ed. 2007;2(3), 110-127.
APA 6th edition
In-text citation: (Reading & Reid, 2007)
Reference: Reading, C., & Reid, J. (2007). Reasoning about Variation: Student Voice. International Electronic Journal of Mathematics Education, 2(3), 110-127.
Chicago
In-text citation: (Reading and Reid, 2007)
Reference: Reading, Chris, and Jackie Reid. "Reasoning about Variation: Student Voice". International Electronic Journal of Mathematics Education 2007 2 no. 3 (2007): 110-127.
Harvard
In-text citation: (Reading and Reid, 2007)
Reference: Reading, C., and Reid, J. (2007). Reasoning about Variation: Student Voice. International Electronic Journal of Mathematics Education, 2(3), pp. 110-127.
MLA
In-text citation: (Reading and Reid, 2007)
Reference: Reading, Chris et al. "Reasoning about Variation: Student Voice". International Electronic Journal of Mathematics Education, vol. 2, no. 3, 2007, pp. 110-127.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Reading C, Reid J. Reasoning about Variation: Student Voice. Int Elect J Math Ed. 2007;2(3):110-27.

Abstract

This paper reports one recent study that was part of a project investigating tertiary students’ understanding of variation. These students completed a questionnaire prior to, and at the end of, an introductory statistics course and this paper focuses on interviews of selected students designed to determine whether more information could have been gathered about the students’ reasoning. Clarification during interviews reinforced researcher interpretation of responses. Prompting assisted students to develop better quality responses but probing was mostly useful for assisting students to re-express reasoning already presented. Cognitive conflict situations proved challenging. The diversity of activities identified by students as assisting the development of their understanding provides a challenge for educators in planning teaching sequences. Both educators and researchers need to listen to students to better understand the development of reasoning. 

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.