PAINT-BY-NUMBER OR PICASSO? A GROUNDED THEORY PHENOMENOGRAPHICAL STUDY OF STUDENTS’ CONCEPTIONS OF STATISTICS

Abstract

Statistics students’ conceptions of the work of statisticians and the discipline of statistics may play an important role in the topics to which they attend and their interest in pursuing further study. To learn about students’ conceptions, we collected open-ended survey responses from 44 undergraduate students who had completed introductory statistics courses. We used a grounded theory phenomenographical qualitative approach to identify several themes in students’ conceptions. In addition to the test-and-procedure conception, we offer several other themes, such as acknowledgement of variation and the role of ethical integrity. We use a metaphor of painting styles to compare to experts’ conceptions of statistics. By identifying “seeds” of what may be developed into expert conceptions, these preliminary results set possible foundations to explore trajectories that may help shape students’ conceptions of statistics.

First published June 2020 at Statistics Education Research Journal Archives