On middle-school students' comprehension of randomness and chance variability in data

• DOI: 10.1007/s11858-005-0006-4
• Publication Date: 2007-07-17T05:08:25Z
• Authors: Joachim Engel; Peter Sedlmeier
• Keywords: Empirical Research

Understanding variability in empirical data is at the core of statistical reasoning and thinking. Of particular interest is how students' comprehension of chance and variability develops over time. This article reports the results of a crossectional study that examined how students' statistical literacy evolves with increasing age. Our results are discussed and related to earlier studies with children by Fischbein and Green and with adults by Sedlmeier. Our study replicates in a modified from earlier investigations in other countries and confirms for German students conclusions from earlier studies. In particular, there are no indications of an improvement with increasing age. Our findings are consistent with findings in judgment research.