Developing Statistics Cognitions

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Copyright: 2017
Pages: 39
Source title: Assessing and Measuring Statistics Cognition in Higher Education Online Environments: Emerging Research and Opportunities
Source Author(s)/Editor(s): Justin P. Chase (University at Albany (SUNY), USA)and Zheng Yan (University at Albany (SUNY), USA)
DOI: 10.4018/978-1-5225-2420-5.ch003

Keywords: Education / Higher Education / Information Science Reference / Learning Assessment and Measurement

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Abstract

This chapter focuses on the development of statistics cognition, framing the discussion on the need to enhance cognitive development. We argue that by understanding how cognitive processes have been shown to inhibit learning, we can differentiate between types of errors in statistics education. By understanding the operationalized difference of a bias and misconception, those interested in statistics education can identify the sources of these errors, and subsequently develop a means to attenuate their effect. Using dual process theory, we argue that classifying the source of errors and differentiating between biases and misconceptions educators can use errors to enhance the development of statistics literacy, reasoning, and thinking.

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