What I see is not quite the way it really is: students' emergent reasoning about sampling variability.
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- Educational Studies in Mathematics, 2015, v. 88, n. 3, p. 343, doi. 10.1007/s10649-014-9539-1
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- Article
Works matching IS 00131954 AND DT 2015 AND VI 88 AND IP 3
Results: 7
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Developing students' reasoning about samples and sampling variability as a path to expert statistical thinking.
- Published in:
- Educational Studies in Mathematics, 2015, v. 88, n. 3, p. 327, doi. 10.1007/s10649-014-9541-7
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- Article
3
Proper and paradigmatic metonymy as a lens for characterizing student conceptions of distributions and sampling.
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- Educational Studies in Mathematics, 2015, v. 88, n. 3, p. 361, doi. 10.1007/s10649-014-9547-1
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- Article
4
Developing students' reasoning about samples and sampling in the context of informal inferences.
- Published in:
- Educational Studies in Mathematics, 2015, v. 88, n. 3, p. 385, doi. 10.1007/s10649-014-9551-5
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- Article
5
Learning to reason from samples.
- Published in:
- Educational Studies in Mathematics, 2015, v. 88, n. 3, p. 291, doi. 10.1007/s10649-015-9593-3
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- Publication type:
- Article
6
Learning to reason from samples: commentary from the perspectives of task design and the emergence of 'big data'.
- Published in:
- Educational Studies in Mathematics, 2015, v. 88, n. 3, p. 405, doi. 10.1007/s10649-015-9592-4
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- Publication type:
- Article
7
Data seen through different lenses.
- Published in:
- Educational Studies in Mathematics, 2015, v. 88, n. 3, p. 305, doi. 10.1007/s10649-013-9529-8
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- Publication type:
- Article