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dc.contributor.authorRoth, Michael
dc.contributor.authorTemple, Shelby
dc.date.accessioned2017-05-03T15:37:01Z
dc.date.available2017-05-03T15:37:01Z
dc.date.issued2014
dc.identifier.issn00131954
dc.identifier.doi10.1007/s10649-014-9535-5
dc.identifier.urihttp://hdl.handle.net/10072/67643
dc.description.abstractData analysis is constitutive of the discovery sciences. Few studies in mathematics education, however, investigate how people deal with (statistical) variability and statistical variance in the data to be interpreted. And even fewer, if any, focus on the uncertainties with which scientists wrestle before they are confident in the data they produce. The purpose of this study is to exhibit the work of coping with variability in one advanced research laboratory, as exemplified in a typical data analysis session. The study shows that when the scientists are confronted with novel data, their understanding of the variability does not arise in straightforward fashion, and a lot of normally invisible (interactional) work is required to constitute understanding. Tentative conclusions are provided for the implication to mathematics education.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom359
dc.relation.ispartofpageto376
dc.relation.ispartofissue3
dc.relation.ispartofjournalEducational Studies in Mathematics
dc.relation.ispartofvolume86
dc.rights.retentionY
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchOther Mathematical Sciences
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130208
dc.subject.fieldofresearchcode0199
dc.subject.fieldofresearchcode1302
dc.titleOn understanding variability in data: a study of graph interpretation in an advanced experimental biology laboratory.
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2014 Springer Netherlands. This is an electronic version of an article published in Educational Studies in Mathematics, Volume 86, Issue 3, 2014, pp 359-376. Educational Studies in Mathematics is available online at: http://link.springer.com/ with the open URL of your article.
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gro.griffith.authorRoth, Michael


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