Statistics Learning Trajectories

Abstract

Statistics curricula and pedagogy are changing rapidly in response to a growing body of research findings involving students’ reasoning processes, technology capability, attention to underpinning conceptual infrastructure, and new ways of statistical practice. Because many of the statistical ideas being considered are currently not in the curriculum, many researchers in statistics education have investigated students’ reasoning processes through the use of learning trajectories in conjunction with design-based research methods. In this chapter, we outline the characteristics of learning trajectories and exemplify how learning trajectories have been used in three case studies in statistics education. Commonalities and differences across the learning trajectories are discussed as well as recommendations for future research.