A Framework for Describing and Analysing Data-Driven Modelling Activities in School Mathematics: From the Perspectives of Mathematical and Statistical Models

Abstract

This paper constructs a framework for describing and analysing data-driven modelling (DDM) activities in school mathematics from the perspectives of mathematical and statistical models. Based on previous research, the framework mainly consists of three transitions between: (α) data/context and mathematical models, (β) data/context and statistical models, and (γ) mathematical and statistical models. We present a case study of group work of ninth graders, and illustrate that the crucial and dynamic DDM activities of learners that move between data/context, mathematical and statistical models for better prediction can be described and analysed in detail by diagramming them with three transitions. The framework also implies two types of DDM activities, “mathematics-oriented” and “statistics-oriented”, and the opportunities of teacher intervention to facilitate learners’ DDM activities. These implications may make a practical contribution to the linkage between mathematics education and statistics education in school mathematics.