出版社：International Association for Statistical Education
摘要：Drawing conclusions from the comparison of datasets using informal statistical
inference is a challenging task since the nature and type of reasoning expected is not
fully understood. In this paper a secondary teacher¡¯s reasoning from the comparison
of box plot distributions during the teaching of a Year 11 (15-year-old) class is
analyzed. From the analysis a model incorporating ten distinguishable elements is
established to describe her reasoning. The model highlights that reasoning in the
sampling and referent elements is ill formed. The methods of instruction, and the
difficulties and richness of verbalizing from the comparison of box plot distributions
are discussed. Implications for research and educational practice are drawn.
