Taking an argumentation approach to statistical investigations: developing student data-ing practices

Abstract Research literature has provided considerable insight as to how young students might come to deeper understandings of statistical concepts, processes and representations through investigations. However, ‘data-ing’—the critical thinking aspects of decision-making while engaging in statistical investigations—has shown to be more difficult to grasp. Data-ing aspects of statistical investigations identified in literature as particularly challenging include: generating researchable questions, knowing when or how to apply statistical knowledge, seeing a need for evidence to support conclusions, and knowing how to use data as evidence. Argumentation practices necessitate a focus on the use of evidence to logically support a claim, thereby offering potential to focus students on the sufficiency and quality of evidence and the conclusions that can be drawn. As such, argumentation offers potential to support students to engage in data decision-making practices. In the research described here, an argumentation focus was used to guide a statistical investigation with a class of 9–10-year-old students in a suburban Australian school. Analysis of classroom interactions and children's work samples suggested that taking an argument-based focus supported students’ developing capacity to overcome the aforementioned challenges and to engage in critical, decision-making practices with authentic, messy data within the context of the investigation.