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.
|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|
|Number of pages||6|
|Publication status||Published - 2006|
|Event||International Conference on Teaching Statistics (7th : 2006) - Salvador, Bahia, Brasil|
Duration: 2 Jul 2006 → 7 Jul 2006
|Conference||International Conference on Teaching Statistics (7th : 2006)|
|City||Salvador, Bahia, Brasil|
|Period||2/07/06 → 7/07/06|
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) (pp. 1-6). New Zealand: International Association for Statistics Education.