Abstract
This report focuses on the ways in which 36 Grade 4 students recognized, explained, described, and employed variation during interviews conducted 1 month after participating in STEM-based activities in which they tested, adjusted, and re-tested catapults. An inductive thematic methodology was used for analysis of the interview transcripts to capture the ways in which students discussed their analyses and justified their conclusions from the activity. The results were based on 1080 instances of variation in student responses to the interview questions, which evidenced three ways students characterized variation: contextual variation, specific variation, and general variation. Findings point to the essential nature of context in building statistical understanding in relation to both specific and general aspects of variation as well as decision-making in that context.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Science and Mathematics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.