Abstract:
Research on students’ understanding of experiment-to-causation inference is limited despite the randomized experiment being prevalent in high school and introductory statistics courses. Using design research we: Determined conceptual foundations, created a two-lesson learning trajectory incorporating dynamic visualization software for the randomization test, implemented the trajectory in large introductory statistics classes (n ⇡ 450) and a workplace class, and analyzed student data from pretests and posttests and interviews to ascertain their reasoning processes in order to inform future teaching and learning approaches. In this chapter we have mainly focused on six students to explore their reasoning processes as they moved from the observed data and randomization test to making an experiment-to-causation inference. Our findings suggested that the dynamic visualization software assisted students to recall and understand the processes underpinning the randomization test. Student inference argumentation, however, needed further development.
