A Framework for Analyzing Informal Inferential Reasoning Tasks in Middle School Textbooks [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Huey, Maryann E.; Jackson, Christa D.
Titel	A Framework for Analyzing Informal Inferential Reasoning Tasks in Middle School Textbooks [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Mathematics; Middle Schools; Middle School Students; Mathematics Education; Textbooks; Inferences; Logical Thinking; Data Analysis; Statistics; Mathematics Skills; Problem Solving; Textbook Content; Content Analysis; Grade 7; Common Core State Standards; Alignment (Education) + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Mathematische Bildung; Textbook; Text book; Schulbuch; Lehrbuch; Inference; Inferenz; Auswertung; Statistik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Lehrbuchtext; Inhaltsanalyse; School year 07; 7. Schuljahr; Schuljahr 07; Common core curriculum; Curriculum; Kerncurriculum
Abstract	Building upon the work of Zieffler, Garfield, DelMas and Reading (2008) and others, we developed a framework for assessing informal inferential tasks in middle school mathematics textbooks. The framework both embodies the key recommendations for developing informal inferential reasoning and captures common trimming attributes, which lower the cognitive demand and opportunities to learn. Researchers believe that introducing inferential reasoning informally will assist students later in developing argumentation structures necessary for understanding formal methods (Wild & Pfannkuch, 1999). Inferential reasoning has long been a key learning goal of statistics education and provides access to viewing knowledge of core statistical concepts and reasoning about data distributions. Tools are needed to assess the fidelity of tasks in alignment with both national and research-based recommendations. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01