



Rachel Chaphalkar PhD Candidate, University of Montana 

The study of statistics is becoming increasingly important in both K12 education and at the college level which can be seen in curricular documents including the Common Core State Standards (2010) and the Guidelines for Assessment and Instruction in Statistics Education (2005), as well as substantial increases in the number of students taking the Advanced Placement Statistics Exam (College Board, 2011) and college statistics course enrollment (Scheaffer & Stasny, 2000). One of the main components for statistical thinking is consideration of variation (Wild & Pfannkuch, 1999). Previous studies show that students have misconceptions about variation (e.g., Reading, 2004; Torok & Watson, 1999) and often lack students who are able to give sophisticated answer (Shaughnessy, 2007). In this talk, I will provide examples of research in the area of student reasoning about variation, frameworks used for assessing the quality of student responses, and some examples of data from my dissertation study, which is aimed to explore how do students' reasoning about variation in a distributional context change as they progress through an introductory collegelevel statistics course.  
Monday, 17 March 2014 3:10 p.m. in Math 103 4:00 p.m. Refreshments in Math Lounge 109 

Spring 2014 Colloquia & Events Mathematical Sciences  University of Montana 
