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Design of Statistics Learning Environments

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International Handbook of Research in Statistics Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

The goal of this chapter is to draw attention to the need to think about learning environments and their design as a way of considering how sustainable change in the learning and teaching of statistics can be supported. The goal is not to advocate one particular approach to the design of learning environments but rather to raise awareness of the need to consider this lens in statistics education. We first present the rationale for the importance of a focus on learning environments for statistics education. We provide several examples of learning environments that operationalize and integrate various design perspectives and are informed by two theoretical frameworks: social constructivist theory of learning and realistic mathematics education theory. We discuss these examples in a critical way by comparing and evaluating their designs, looking for common threads among them, and develop from them six design considerations for statistics learning environments. Finally, we discuss implications and emerging directions and goals for further implementation and research.

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Notes

  1. 1.

    Learning occurs in a wide continuum of settings from the “designed” to the “ambient” (Kali, Tabak, Ben-Zvi, et al., 2015). On this continuum, this chapter focuses on designed learning environments rather than informal and ambient ways of learning.

  2. 2.

    Others use the term learning ecology instead of learning environment to emphasize that the educational system is always dynamic and emerging rather than a static entity (Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003; Lehrer & Pfaff, 2011).

  3. 3.

    In practice, “the model” in the emergent modeling heuristic is actually shaped as a series of consecutive sub-models that can be described as a cascade of inscriptions or a chain of signification.

  4. 4.

    Note, however, that the students have to be made aware that not all distributions are unimodal.

  5. 5.

    Advanced placement is a US academic program with more than 30 courses in a wide variety of subject areas that provides secondary school students with the opportunity to study and learn at the college level.

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Authors and Affiliations

  1. Faculty of Education, The University of Haifa, Haifa, Israel

    Dani Ben-Zvi

  2. Eindhoven University of Technology, Eindhoven, Netherlands

    Koeno Gravemeijer

  3. School of Education University of Leicester, Leicester, UK

    Janet Ainley

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  1. Dani Ben-Zvi
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Editors and Affiliations

  1. Faculty of Education, The University of Haifa, Haifa, Israel

    Dani Ben-Zvi

  2. School of Education, University of Queensland, St Lucia, Queensland, Australia

    Katie Makar

  3. Department of Educational Psychology, The University of Minnesota, Minneapolis, Minnesota, USA

    Joan Garfield

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Ben-Zvi, D., Gravemeijer, K., Ainley, J. (2018). Design of Statistics Learning Environments. In: Ben-Zvi, D., Makar, K., Garfield, J. (eds) International Handbook of Research in Statistics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-66195-7_16

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