Being critical about approaches to research in statistics education

Anna Reid, Peter Petocz

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review


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 languageEnglish
Title of host publicationProceedings of the Seventh International Conference on Teaching Statistics (ICOTS7)
EditorsAllan Rossman, Beth Chance
Place of PublicationNew Zealand
PublisherInternational Association for Statistics Education
Number of pages6
ISBN (Print)9073592240
Publication statusPublished - 2006
Externally publishedYes
EventInternational Conference on Teaching Statistics (7th : 2006) - Salvador, Bahia, Brasil
Duration: 2 Jul 20067 Jul 2006


ConferenceInternational Conference on Teaching Statistics (7th : 2006)
CitySalvador, Bahia, Brasil


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