For the Sake of the Argument: Developing Students' Inferential Arguments in Statistics (2012-2014)

Despite the fact that nearly all persuasive arguments involve data as a substantial form of evidence, current approaches to teaching school statistics ignore the give-and-take characteristics of an effective and rigorous statistical argument. This study will develop new knowledge that will unite recent research in informal statistical inference, mathematical inquiry and theories of data-based argumentation in all levels of schooling. The findings and expertise of this international collaboration across three countries will enrich the implications for Australian schools. The outcomes of the research will create the knowledge needed to build a nation of scientists and citizens fluent in data-based arguments.