Document Type
Article - On Campus Only
Publication Date
2016
Abstract
Because the disciplines of mathematics and statistics are naturally intertwined, designing assessment questions that disentangle mathematical and statistical reasoning can be challenging. We explore the writing statistics assessment tasks that take into consideration potential mathematical reasoning they may inadvertently activate.
Original Publication Citation
Anna E. Bargagliotti, Celia Rousseau Anderson, Using Learning Trajectories for Teacher Learning to Structure Professional Development, Mathematical Thinking and Learning, 10.1080/10986065.2017.1365222, 19, 4, (237-259), (2017).
Digital Commons @ LMU & LLS Citation
Bargagliotti, Anna E., "When mathematics and statistics collide in assessment tasks" (2016). Mathematics, Statistics and Data Science Faculty Works. 122.
https://digitalcommons.lmu.edu/math_fac/122
