出版社：International Association for Statistical Education
摘要：Recent research in statistical reasoning has focused on the developmental process in
students when learning statistical reasoning skills. This study investigates statistical
reasoning from the perspective of individual differences. As manifestation of
heterogeneity, students¡¯ prior attitudes toward statistics, measured by the extended
Survey of Attitudes Toward Statistics (SATS), are used (Schau, Stevens, Dauphinee &
DeVecchio, 1995). Students¡¯ statistical reasoning abilities are identified by the
Statistical Reasoning Assessment (SRA) instrument (Garfield 1996, 1998a, 2003).
The aim of the study is to investigate the relationship between attitudes and reasoning
abilities by estimating a full structural equation model. Instructional implications of
the model for the teaching of statistical reasoning are discussed.
