Understanding Statistics Cognition

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Copyright: 2017
Pages: 47
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.ch002

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

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Abstract

This chapter focuses on understanding the use of and relationship among the features of statistics cognition: literacy, reasoning, and thinking. We argue that research on statistics cognition is fragmented, which is problematic for understanding how these constructs can be unified to support education. We then review methods of quantifying cognitions, involving studies which have attempted to categorize and parse cognitive processes. This information is then used to synthesize a new approach to understanding statistics cognition, proposing a model which makes specific predictions about the relationship of these features. The model and definitions of cognitions presented in this chapter are used as a basis of discussion cognition throughout the remainder of the book.

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