Giving Birth to Inferential Reasoning

Author:
Ryan Seth Jones Middle Tennessee State University

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,
Zhigang Jia Middle Tennessee State University

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, and
Joel Bezaire University School of Nashville

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Volume/Issue:
Volume 113: Issue 4
Page(s):
287–292
DOI:
https://doi.org/10.5951/MTLT.2019.0152
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Subjects:
Grade(s) or Audience, All grades PK-12, Teacher:Early Career, Math Topic, Algebra, Algebraic Thinking/Pre-algebra Concepts, Expression/Equation, Sequences/Series/Patterns, Linear Equations and Inequalities, Functions and Trigonometry, Functions, Geometry, 3-D Shapes/Spatial Visualization, Shapes, Similarity and Congruence, Measurement, Perimeter/Area/Volume, Time and Money, Number, Counting & Cardinality, Number & Operations, Other Topic, Communication, Discourse/Questioning, Connections, Probability/Data Analysis and Statistics, Modeling, Growth Mindset, Problem Solving, Principles to Actions, Mathematics Teaching Practices

Too often, statistical inference and probability are treated in schools like they are unrelated. In this paper, we describe how we supported students to learn about the role of probability in making inferences with variable data by building models of real world events and using them to simulate repeated samples.

Footnotes

Probability is central to making inferences but often seems unrelated to it. Building models can support students to use informal probability ideas to make inferences about real data.

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Copyright:
© 2020 by National Council of Teachers of Mathematics, Inc.
Page Count:
6
Article Category:
Research Article
Received:
06 May 2019
Accepted:
30 May 2019
Print Publication Date:
01 Apr 2020
Online Publication Date:
Apr 2020
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