Page 218 - Contributed Paper Session (CPS) - Volume 8

CPS2254 Dan C.
The latter questions are what really made this project and paper unique,
in the way that students furthered their investigation of a well-known task. The
next step will be to employ a conceptual framework to assess student
responses in order to describe in more detail the ways in which their
appreciation and use of variability improved by the end of the instructional
intervention.

References
1. Engel, J. (2002). Activity-based statistics, computer simulation, and formal
mathematics. In B. Phillips (Ed.), Proceedings of the Sixth International
Conference on Teaching Statistics. CD ROM.
2. Engel, J. & Sedlmeier, P. (2005). On Middle-School Students’
Comprehension of Randomness and Chance Variability in Data.
Zentralblatt füur Didaktik der Mathematik (2005) 37: 16
3. Finzer, W. (2001). Fathom! (Version 1.16) [Computer Software]. Emeryville,
CA: Key Curriculum Press.
4. Green, D. R. (1982). A Survey of Probability Concepts in 3000 Students
aged 11–16 Years. In D. R. Grey (ed.), Proceedings of the First
International Conference on Teaching Statistics, Teaching Statistics Trust,
University of Sheffield, 766–783.
5. Piaget J., & Inhelder, B. (1975). The Origin of the Idea of Chance in
Children. London: Routledge & Kegan Paul

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