Laying Foundations for Statistical Inference

Abstract

In this paper we give an overview of a five-year research project on the development of a conceptual pathway across the curriculum for learning inference. The rationale for why statistical inference should be part of students' learning experiences and some of our long deliberations on explicating the conceptual foundations necessary for a staged introduction to inference are described. Implementing such a pathway in classrooms required the development of new dynamic visualizations, verbalizations, ways of reasoning, learning trajectories and resource material, some of which will be elucidated. The trialing of the learning trajectories in many classrooms with students from age 13 to over 20, including some of the issues that arose, are briefly discussed. Questions arising from our approach to introducing students to inferential ideas are considered.