Abstract
A “good” statistical investigative question is one that allows rich exploration of the data in hand, discovery, and thinking statistically. Two outcomes from four research cycles over a period of five years were: The development of criteria for what makes a good statistical investigative question and a detailed two-way hierarchical classification framework for comparative statistical investigative questions that are posed. With a focus on the last research cycle, responses from pre- and post-tests are explored, and the level of comparative statistical investigative questions that students posed is discussed.
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