Being critical about approaches to research in statistics education

Anna Reid; Peter Petocz

Being critical about approaches to research in statistics education

Anna Reid, Peter Petocz

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

Teachers undertaking educational research for the first time usually begin their explorations by evaluating some aspect of their practice. By contrast, experienced researchers will start from an argued research question supported by a defined theoretical framework. In this paper, we use a critical discourse approach to explore various interpretive research paradigms that are commonly used to investigate aspects of statistics education. By considering the underlying epistemological positions and critiquing the approaches and methods used to explore human action in social situations, we become more critical in the design, implementation and reporting of research in statistics education.

Original language	English
Title of host publication	Proceedings of the Seventh International Conference on Teaching Statistics (ICOTS7)
Editors	Allan Rossman, Beth Chance
Place of Publication	New Zealand
Publisher	International Association for Statistics Education
Pages	1-6
Number of pages	6
ISBN (Print)	9073592240
Publication status	Published - 2006
Externally published	Yes
Event	International Conference on Teaching Statistics (7th : 2006) - Salvador, Bahia, Brasil Duration: 2 Jul 2006 → 7 Jul 2006

Conference

Conference	International Conference on Teaching Statistics (7th : 2006)
City	Salvador, Bahia, Brasil
Period	2/07/06 → 7/07/06

Cite this

@inproceedings{8703916e8e884cfa949768581a24eacf,

title = "Being critical about approaches to research in statistics education",

abstract = "Teachers undertaking educational research for the first time usually begin their explorations by evaluating some aspect of their practice. By contrast, experienced researchers will start from an argued research question supported by a defined theoretical framework. In this paper, we use a critical discourse approach to explore various interpretive research paradigms that are commonly used to investigate aspects of statistics education. By considering the underlying epistemological positions and critiquing the approaches and methods used to explore human action in social situations, we become more critical in the design, implementation and reporting of research in statistics education.",

author = "Anna Reid and Peter Petocz",

year = "2006",

language = "English",

isbn = "9073592240",

pages = "1--6",

editor = "Allan Rossman and Beth Chance",

booktitle = "Proceedings of the Seventh International Conference on Teaching Statistics (ICOTS7)",

publisher = "International Association for Statistics Education",

note = "International Conference on Teaching Statistics (7th : 2006) ; Conference date: 02-07-2006 Through 07-07-2006",

}

Reid, A & Petocz, P 2006, Being critical about approaches to research in statistics education. in A Rossman & B Chance (eds), Proceedings of the Seventh International Conference on Teaching Statistics (ICOTS7). International Association for Statistics Education, New Zealand, pp. 1-6, International Conference on Teaching Statistics (7th : 2006), Salvador, Bahia, Brasil, 2/07/06.

Being critical about approaches to research in statistics education. / Reid, Anna; Petocz, Peter.
Proceedings of the Seventh International Conference on Teaching Statistics (ICOTS7). ed. / Allan Rossman; Beth Chance. New Zealand: International Association for Statistics Education, 2006. p. 1-6.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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T1 - Being critical about approaches to research in statistics education

AU - Reid, Anna

AU - Petocz, Peter

PY - 2006

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N2 - Teachers undertaking educational research for the first time usually begin their explorations by evaluating some aspect of their practice. By contrast, experienced researchers will start from an argued research question supported by a defined theoretical framework. In this paper, we use a critical discourse approach to explore various interpretive research paradigms that are commonly used to investigate aspects of statistics education. By considering the underlying epistemological positions and critiquing the approaches and methods used to explore human action in social situations, we become more critical in the design, implementation and reporting of research in statistics education.

AB - Teachers undertaking educational research for the first time usually begin their explorations by evaluating some aspect of their practice. By contrast, experienced researchers will start from an argued research question supported by a defined theoretical framework. In this paper, we use a critical discourse approach to explore various interpretive research paradigms that are commonly used to investigate aspects of statistics education. By considering the underlying epistemological positions and critiquing the approaches and methods used to explore human action in social situations, we become more critical in the design, implementation and reporting of research in statistics education.

M3 - Conference proceeding contribution

SN - 9073592240

SP - 1

EP - 6

BT - Proceedings of the Seventh International Conference on Teaching Statistics (ICOTS7)

A2 - Rossman, Allan

A2 - Chance, Beth

PB - International Association for Statistics Education

CY - New Zealand

T2 - International Conference on Teaching Statistics (7th : 2006)

Y2 - 2 July 2006 through 7 July 2006

ER -

Being critical about approaches to research in statistics education

Abstract

Conference

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