Critiquing Statistics in Student and Professional Worlds |
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| Authors: | Ryan Seth Jones Richard Lehrer Min-Joung Kim |
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| Affiliation: | 1. Womack Educational Leadership Department, Middle Tennessee State University, Murfreesboro, TN;2. Peabody College Department of Teaching and Learning, Vanderbilt University, Nashville, TN;3. School of Education, Louisiana State University, Baton Rouge, LA |
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| Abstract: | This article compares students' critiques within a class discussion about an invented statistic to STEM professionals' critiques from interviews to better understand how the situated meanings of a statistic are similar and different across student and professional worlds. We discuss similarities and differences in how participants constructed meaning for the statistic, and argue that disciplinary practices in schooling will always have an approximate, and somewhat indeterminate, relation to the figured worlds of professional practice. |
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| Keywords: | Disciplinary practices instructional design mathematics education |
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