Page 111 - Contributed Paper Session (CPS) - Volume 2

CPS1447 Russasmita S.P. et al.

Developing novice students’ initial conception of
sample
2
1
Russasmita Sri Padmi , Yosep Dwi Kristanto
1 SEAMEO QITEP in Mathematics, Yogyakarta, Indonesia
2 Department of Mathematics Education, Universitas Sanata Dharma, Yogyakarta, Indonesia

Abstract
Sample and population are central ideas in statistics. However, these topics
receive little attention in national mathematics curriculum in Indonesia and
often do not go beyond terminological definitions. This study proposes a
hypothetical learning trajectory developed through design research to
support students in developing big ideas that are important in sample and
population. Findings indicated that the students were beginning to formulate
informal ideas about sample and population i.e. representativeness, sample
variability, and effect of sample size. The result suggests the progression of
idea surfacing from the students that needed to be attended in order to
support strong conceptual growth and how each features of this HLT can
contribute to it.

Keywords
Sample; sampling variability; effect of sample size, statistics education

1. Introduction
The concept of sample and sampling is the core of statistics. It is
important to introduce the idea of sample and sampling to students early in
statistics curriculum because it provides foundation for more advanced topic
in statistics, especially inferential statistics (Garfield and Ben-zvi, 2008).
Outside of school settings, sample and sampling is also crucial for
statistical literacy in navigating everyday life. Even in the case where the
students do not study inferential statistics in formal education, they still need
to understand the underpinning concepts of it to digest research results often
cited in news and articles.
In Indonesia, statistics for primary and secondary education is
incorporated into mathematics curriculum. Even though data handling has
been introduced to students as young as sixth grade, the concepts of
inferential statistics do not start until high school. The word sample and
population appeared for the first time in grade 11 and the content do not go
beyond introducing the terminologies. The national textbook introduced the
concepts through students survey problem, by simply describing sample as a
specific group thought to be capable in representing the entire students in the
state (Kanginan and Kartiwa, 2010). The textbook makes no attempt to discuss
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