出版社：International Association for Statistical Education
摘要：Research investigating how students begin to consider and reason about variation
will help educators identify stages of this development. This can provide direction for
learning activities to help students develop a strong consideration of variation that
can be applied in a variety of contexts. In the present study, tertiary student responses
to a class test and an assignment question are analysed, resulting in a description of
levels of consideration of variation relevant to these tasks. This and other hierarchies
previously developed are used to formulate a Consideration of Variation Hierarchy
applicable to a variety of tasks. Implications for research and teaching are discussed.
