Too often, statistical inference and probability are treated in schools like they are unrelated. In this paper, we describe how we supported students to learn about the role of probability in making inferences with variable data by building models of real world events and using them to simulate repeated samples.

The research shared in this conference paper report illustrates how an iterative process to item development that involves expert review and cognitive lab interviews with students can be used to collect evidence of validity for assessment items. Analysis of students' reasoning was also used to expand a model for identifying conceptions and…

Instead of reserving the study of probability and statistics for special fourth-year high school courses, the Common Core State Standards for Mathematics (CCSSM) takes a "statistics for all" approach. The standards recommend that students in grades 6-8 learn to summarize and describe data distributions, understand probability, draw…

Latent transition analysis (LTA) was initially developed to provide a means of measuring change in dynamic latent variables. In this article, we illustrate the use of a cognitive diagnostic model, the DINA model, as the measurement model in a LTA, thereby demonstrating a means of analyzing change in cognitive skills over time. An example is…

This Framework builds upon the foundation of the 2010 Massachusetts Curriculum Framework for Mathematics as well as versions of the Massachusetts Mathematics Framework published since 1995. The current Framework incorporates improvements suggested by Massachusetts educators after six years of experience in implementing the 2010 standards in their…

The purpose of this study was to evaluate the impact of Achieve3000, a differentiated online literacy curriculum, on students' scores on the California State Test (CST). In the 2011-12 school year, 1,957 students in Chula Vista began using Achieve3000's solutions in 3rd through 8th grade. Using a form of propensity score matching called Inverse…

Toulmin's model of argumentation, developed in 1958, has guided much argumentation research in education. However, argumentation theory in philosophy and cognitive science has advanced considerably since 1958. There are currently several alternative frameworks of argumentation that can be useful for both research and practice in education. These…

Intelligent tutors have become increasingly accurate at detecting whether a student knows a skill, or knowledge component (KC), at a given time. However, current student models do not tell us exactly at which point a KC is learned. In this paper, we present a machine-learned model that assesses the probability that a student learned a KC at a…

For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards…

The purpose of this study is to investigate the ways in which Swedish seventh grade students (12 and 13 years old) handle chance encounters. Four groups of students working in pairs participated in the study. In the group discussions, which were tape-recorded and fully transcribed, the students were encouraged to explore strategies for winning a…

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr…