An Inquiry Perspective on Statistics in Lower Secondary School in Denmark and Japan–An Elaboration and Modelling of the Anthropological Theory of the Didactic Through Two Statistics Classrooms
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An Inquiry Perspective on Statistics in Lower Secondary School in Denmark and Japan–An Elaboration and Modelling of the Anthropological Theory of the Didactic Through Two Statistics Classrooms. / Østergaard, Camilla Hellsten.
In: European Journal of Science and Mathematics Education, Vol. 10, No. 4, 2022, p. 529-546.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - An Inquiry Perspective on Statistics in Lower Secondary School in Denmark and Japan–An Elaboration and Modelling of the Anthropological Theory of the Didactic Through Two Statistics Classrooms
AU - Østergaard, Camilla Hellsten
N1 - Publisher Copyright: © 2022 by authors; licensee EJSME by Bastas, CY.
PY - 2022
Y1 - 2022
N2 - We present a detailed analysis of two statistics lessons in lower secondary school, one in Denmark and the other in Japan. The aim of the study is to better understand how inquiry perspectives are implemented in statistics education and what cultural factors shape them. In particular, we draw on the theoretical framework of the Anthropological Theory of the Didactic. The first impressions of the lessons changed during the analysis, and the main differences became explicit in the two question and answer diagrams and the praxeological analysis of the lessons. The two lessons involved cases comprising an “experimental activity with many questions” (Denmark) and “structured problem-solving” (Japan), which differed on a number of points that we shall demonstrate in the analysis. We shall also discuss hypotheses on the possible causes of these differences. We emphasize that our use of question and answer diagrams offers a new way in which to distinguish various kinds of “inquiry-oriented” lessons.
AB - We present a detailed analysis of two statistics lessons in lower secondary school, one in Denmark and the other in Japan. The aim of the study is to better understand how inquiry perspectives are implemented in statistics education and what cultural factors shape them. In particular, we draw on the theoretical framework of the Anthropological Theory of the Didactic. The first impressions of the lessons changed during the analysis, and the main differences became explicit in the two question and answer diagrams and the praxeological analysis of the lessons. The two lessons involved cases comprising an “experimental activity with many questions” (Denmark) and “structured problem-solving” (Japan), which differed on a number of points that we shall demonstrate in the analysis. We shall also discuss hypotheses on the possible causes of these differences. We emphasize that our use of question and answer diagrams offers a new way in which to distinguish various kinds of “inquiry-oriented” lessons.
KW - inquiry
KW - paradidactic infrastructure
KW - praxeologies
KW - question and answer diagrams
KW - statistical education
U2 - 10.30935/scimath/12401
DO - 10.30935/scimath/12401
M3 - Journal article
AN - SCOPUS:85136375591
VL - 10
SP - 529
EP - 546
JO - European Journal of Science and Mathematics Education
JF - European Journal of Science and Mathematics Education
SN - 2301-251X
IS - 4
ER -
ID: 343338046