The need to listen carefully to students’ voices as their reasoning develops, so that teaching, task design and developments in technology are informed by the perceptions of novices as well as those of experts. The need to locate teaching and learning about reasoning about samples and sampling in the changing social context, so that what students are learning today will equip them to function effectively in the future. References Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. 23-38. British Educational Research Journal, 32(1), Bakker, A., & Derry, J. (2011). Lessons from inferentialism for statistics education. 5-26. Mathematical Thinking and Learning, 13(1-2), Brandom, R. (2002). Overcoming a dualism of concepts and causes: A unifying thread in empiricism and the philosophy of mind. In R. Gale (Ed.), The Blackwell guide to (pp. 263-281). Hoboken, NJ: Blackwell Publishers Ltd. metaphysics, Gould, R., (2010). Statistics and the modern student. International Statistical Review, 78(2), 397-315. Harel, I., & Papert, S. (1991). Norwood, New Jersey: Ablex. Constructionism. Konold, C. (2002). Teaching concepts rather than conventions. New England Mathematics 69–81. Journal, 34(2), Konold, C. (2011). Emeryville, CA: Key TinkerPlotsTM: Dynamic data exploration. Curriculum Press. Lane, J., Stodden, V., Bender, S., & Nissenbaum, H. (2014). Conceptual framework. In J. Lane, V. Stodden, S. Bender and H. Nissenbaum (Eds.), Privacy, big data, and the public good: Frameworks for engagement, (pp. 1-3). New York, NY: Cambridge University Press.
The need to listen carefully to students’ voices as their reasoning develops, so that teaching, task design and developments in technology are informed by the perceptions of novices as well as those of experts. The need to locate teaching and learning about reasoning about samples and sampling in the changing social context, so that what students are learning today will equip them to function effectively in the future. References Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23-38. Bakker, A., & Derry, J. (2011). Lessons from inferentialism for statistics education. Mathematical Thinking and Learning, 13(1-2), 5-26. Brandom, R. (2002). Overcoming a dualism of concepts and causes: A unifying thread in empiricism and the philosophy of mind. In R. Gale (Ed.), The Blackwell guide to metaphysics, (pp. 263-281). Hoboken, NJ: Blackwell Publishers Ltd. Gould, R., (2010). Statistics and the modern student. International Statistical Review, 78(2), 397-315. Harel, I., & Papert, S. (1991). Constructionism. Norwood, New Jersey: Ablex. Konold, C. (2002). Teaching concepts rather than conventions. New England Mathematics Journal, 34(2), 69–81. Konold, C. (2011). TinkerPlotsTM: Dynamic data exploration. Emeryville, CA: Key Curriculum Press. Lane, J., Stodden, V., Bender, S., & Nissenbaum, H. (2014). Conceptual framework. In J. Lane, V. Stodden, S. Bender and H. Nissenbaum (Eds.), Privacy, big data, and the public good: Frameworks for engagement, (pp. 1-3). New York, NY: Cambridge University Press.