Hypothetical Learning Trajectory: A Case of Statistical Thinking

Abstract

Student’s statistical thinking path is very complex and diverse. To develop student’s statistical thinking, we need to thoroughly consider students’ trajectory. Designing hypothesis of students’ learning of statistical thinking can assist students in developing their statistical knowledge and thinking. Furthermore, hypothesis of student’s trajectories in developing statistical thinking could also serve as of guideline for teachers in their teaching practices. Consequently, this study was aimed to develop a hypothetical learning trajectories for statistical thinking of students. The result of this study is a hypothetical learning trajectory that covers four constructs of statistical thinking, i. e. 1) organizing and reducing data where students classified and reduced data; 2) representing data in several different forms of presentation; 3) describing data displays that had been prepared in the previous stage; 4) analyzing and interpreting data that had been grouped, reduced, and presented. With respect to the classroom activities that were included in the hypothetical learning trajectory. This study used a project based learning approach which consist of 1) determining the basic questions/problems as the project objective, 2) planning the project, 3) preparing the project schedule 4) implementing the project and making report with teacher’s monitoring, 5) testing the results and evaluation.