Abstract
Simulation approaches to inference have gained prominence in statistics education. In this paper we combine a theoretical analysis of the ways researchers and curriculum developers have represented models of simulation processes with an empirical analysis of the ways teachers represent models of the process they believe would be helpful to students. Our results cumulate in suggestions for a more explicit framework for using a simulation approach to inference.
| Original language | English |
|---|---|
| Title of host publication | CERME9 |
| Subtitle of host publication | Proceedings of the 9th Congress of European Research in Mathematics Education |
| Editors | Konrad Krainer, Naďa Vondrová |
| Place of Publication | Prague, Czech Republic |
| Publisher | Charles University |
| Pages | 707-714 |
| Number of pages | 8 |
| ISBN (Print) | 9788072908448 |
| Publication status | Published - 2015 |
| Externally published | Yes |
| Event | Congress of the European Society for Research in Mathematics Education (9th : 2015) - Prague, Czech Republic Duration: 4 Feb 2015 → 8 Feb 2015 |
Conference
| Conference | Congress of the European Society for Research in Mathematics Education (9th : 2015) |
|---|---|
| Country/Territory | Czech Republic |
| City | Prague |
| Period | 4/02/15 → 8/02/15 |
Keywords
- teachers
- modelling
- technology
- informal inference