View in EDS

Effects of a Learning Trajectory for Statistical Inference on 9th-Grade Students' Statistical Literacy

Saved in:
Bibliographic Details
Title: Effects of a Learning Trajectory for Statistical Inference on 9th-Grade Students' Statistical Literacy
Language: English
Authors: Marianne van Dijke-Droogers (ORCID 0000-0003-1561-7831), Paul Drijvers (ORCID 0000-0002-2724-4967), Arthur Bakker (ORCID 0000-0002-9604-3448)
Source: Mathematics Education Research Journal. 2025 37(1):187-210.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Statistical Inference, Learning Trajectories, Grade 9, High School Students, Multiple Literacies, Statistical Data, Sampling, Data, Achievement Gains, Mathematics Education, Mathematics Curriculum, Foreign Countries
Geographic Terms: Netherlands
DOI: 10.1007/s13394-024-00487-z
ISSN: 1033-2170
2211-050X
Abstract: In our data-driven society, it is essential for students to become statistically literate. A core domain within Statistical Literacy is Statistical Inference, the ability to draw inferences from sample data. Acquiring and applying inferences is difficult for students and, therefore, usually not included in the pre-10th-grade curriculum. However, recent studies suggest that developing a good understanding of key statistical concepts at an early age facilitates the understanding of Statistical Inference later on. This study evaluates the effects of a Learning Trajectory for Statistical Inference on Dutch 9th-grade students' Statistical Literacy. Theories on informal Statistical Inference and repeated sampling guided the Learning Trajectory's design. For the evaluation, we used a pre-post research design with an intervention group (n = 267). The results indicated that students made significant progress on Statistical Literacy and on the ability to make inferences in particular, but also on the other domains of Statistical Literacy. To further interpret the learning gains of this group, we compared students' results with national baseline achievements from a comparison group (n = 217) who followed the regular 9th-grade curriculum, and with international studies using similar test items. Both comparisons confirmed a significant positive effect on all domains of Statistical Literacy. These findings suggest that current statistics curricula for grades 7-9, usually with a strong descriptive focus, can be enriched with an inferential focus.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461586
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1461586
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of a Learning Trajectory for Statistical Inference on 9th-Grade Students' Statistical Literacy
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Marianne+van+Dijke-Droogers%22">Marianne van Dijke-Droogers</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1561-7831">0000-0003-1561-7831</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paul+Drijvers%22">Paul Drijvers</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2724-4967">0000-0002-2724-4967</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arthur+Bakker%22">Arthur Bakker</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9604-3448">0000-0002-9604-3448</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Mathematics+Education+Research+Journal%22"><i>Mathematics Education Research Journal</i></searchLink>. 2025 37(1):187-210.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Statistical+Inference%22">Statistical Inference</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Data%22">Statistical Data</searchLink><br /><searchLink fieldCode="DE" term="%22Sampling%22">Sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Data%22">Data</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s13394-024-00487-z
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1033-2170<br />2211-050X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In our data-driven society, it is essential for students to become statistically literate. A core domain within Statistical Literacy is Statistical Inference, the ability to draw inferences from sample data. Acquiring and applying inferences is difficult for students and, therefore, usually not included in the pre-10th-grade curriculum. However, recent studies suggest that developing a good understanding of key statistical concepts at an early age facilitates the understanding of Statistical Inference later on. This study evaluates the effects of a Learning Trajectory for Statistical Inference on Dutch 9th-grade students' Statistical Literacy. Theories on informal Statistical Inference and repeated sampling guided the Learning Trajectory's design. For the evaluation, we used a pre-post research design with an intervention group (n = 267). The results indicated that students made significant progress on Statistical Literacy and on the ability to make inferences in particular, but also on the other domains of Statistical Literacy. To further interpret the learning gains of this group, we compared students' results with national baseline achievements from a comparison group (n = 217) who followed the regular 9th-grade curriculum, and with international studies using similar test items. Both comparisons confirmed a significant positive effect on all domains of Statistical Literacy. These findings suggest that current statistics curricula for grades 7-9, usually with a strong descriptive focus, can be enriched with an inferential focus.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1461586
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1461586
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s13394-024-00487-z
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 187
    Subjects:
      – SubjectFull: Statistical Inference
        Type: general
      – SubjectFull: Learning Trajectories
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Multiple Literacies
        Type: general
      – SubjectFull: Statistical Data
        Type: general
      – SubjectFull: Sampling
        Type: general
      – SubjectFull: Data
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Netherlands
        Type: general
    Titles:
      – TitleFull: Effects of a Learning Trajectory for Statistical Inference on 9th-Grade Students' Statistical Literacy
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Marianne van Dijke-Droogers
      – PersonEntity:
          Name:
            NameFull: Paul Drijvers
      – PersonEntity:
          Name:
            NameFull: Arthur Bakker
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1033-2170
            – Type: issn-electronic
              Value: 2211-050X
          Numbering:
            – Type: volume
              Value: 37
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Mathematics Education Research Journal
              Type: main
ResultId 1