ABSTRACT

While various studies suggest that informal statistical inference (ISI) can be developed by young students, more research is needed to translate this claim into a well-founded learning trajectory (LT). As a contribution, this paper presents the results of a cycle of design research that focuses on the design, implementation, and evaluation of the first part of an LT for ISI, in which ninth-grade students (N = 20) are introduced to the key concepts of sample, frequency distribution, and simulated sampling distribution. The results show that an LT starting from repeated sampling with a black box may support the accessibility of these concepts, as these students were able to make inferences with the frequency distribution from repeated samples as well as with corresponding simulated sampling distributions. This suggests a promising way to make ISI more accessible to students.

摘要

尽管各种研究表明，青年学生可以开发非正式的统计推断（ISI），但需要进行更多的研究才能将这一主张转化为有充分根据的学习轨迹（LT）。作为贡献，本文介绍了一个设计研究周期的结果，该周期的重点是ISI LT的第一部分的设计，实施和评估，其中将九年级学生（N = 20）介绍给ISI。采样，频率分布和模拟采样分布的关键概念。结果表明，从使用黑匣子进行重复采样开始的LT可能支持这些概念的可访问性，因为这些学生能够推断出重复采样的频率分布以及相应的模拟采样分布。