Lessons from Inferentialism for Statistics Education
Lessons from Inferentialism for Statistics Education
复制标题
统计教育中的推论主义教训
DOI：
10.1080/10986065.2011.538293
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发表时间：
2011
影响因子：
1.6
通讯作者：
J. Derry
中科院分区：
文献类型：
--
作者：
A. Bakker;J. Derry
这篇理论论文将最近对非正式统计推理（ISI）的兴趣与被称为推理主义的语义理论联系起来，这是当代哲学的一个重大发展，它将推理置于人类认知的核心。该理论有助于认识论反思在设计ISI教学或学习时遇到的统计教育挑战。我们认为，推理主义可以作为倡导ISI的改革努力的宝贵理论资源。为了说明使用推理主义方法来教授统计学意味着什么，我们举两个六年级班级（11岁）的例子，这些班级学习在发展中心、变异、分布和样本等关键概念的同时进行非正式的统计推断，同时不忽视问题背景。
This theoretical paper relates recent interest in informal statistical inference (ISI) to the semantic theory termed inferentialism, a significant development in contemporary philosophy, which places inference at the heart of human knowing. This theory assists epistemological reflection on challenges in statistics education encountered when designing for the teaching or learning of ISI. We suggest that inferentialism can serve as a valuable theoretical resource for reform efforts that advocate ISI. To illustrate what it means to privilege an inferentialist approach to teaching statistics, we give examples from two sixth-grade classes (age 11) learning to draw informal statistical inferences while developing key concepts such as center, variation, distribution, and sample without losing sight of problem contexts.