The influence of statistical context on primary students’ proportional reasoning
The general purpose of this study is to describe and shed light on how a statistical context, characterized on one hand by non-linearity and on the other by a quasi-proportional relationship, influences proportional reasoning among students in the third cycle of primary school. Accordingly, we gave four problems to two teams of three students each. The results provide data on the influence of statistical context on primary students’ proportional reasoning, as well as on the wealth of different avenues of reasoning used by the students, particularly in terms of the preponderance of averages and of statistical reasoning when solving problems of statistics and problems that involve quasi-proportional data.