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Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic

Author

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  • Jesús Guadalupe Lugo-Armenta

    (Departamento de Ciencias Exactas, Universidad de Los Lagos, Osorno 5290000, Chile)

  • Luis Roberto Pino-Fan

    (Departamento de Ciencias Exactas, Universidad de Los Lagos, Osorno 5290000, Chile)

Abstract

Statistics education has investigated how to promote formal inferential reasoning from informal inferential reasoning. Nevertheless, there is still a need for proposals that explore and progressively develop inferential reasoning of students and teachers. Concerning this, the objective of this article is to characterize the inferential reasoning that secondary school mathematics teachers show in the practices that they develop to solve problems regarding the Chi-square statistic. To achieve this, we use theoretical and methodological notions introduced by the onto-semiotic approach of mathematics knowledge and instruction. In particular, we have taken a theoretical proposal of levels of inferential reasoning for the Chi-square statistic. Based on the results, the main conclusion was that the proposal above effectively predicted the teachers’ practices, allowing us to distinguish characteristic elements of the levels of inferential reasoning.

Suggested Citation

  • Jesús Guadalupe Lugo-Armenta & Luis Roberto Pino-Fan, 2021. "Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic," Mathematics, MDPI, vol. 9(19), pages 1-20, September.
    • Handle: RePEc:gam:jmathe:v:9:y:2021:i:19:p:2416-:d:645371
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    References listed on IDEAS

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    1. C. J. Wild & M. Pfannkuch, 1999. "Statistical Thinking in Empirical Enquiry," International Statistical Review, International Statistical Institute, vol. 67(3), pages 223-248, December.
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    Cited by:

    1. María Burgos & Carmen Batanero & Juan D. Godino, 2021. "Algebraization Levels in the Study of Probability," Mathematics, MDPI, vol. 10(1), pages 1-16, December.

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