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Working at the Boundaries of Mathematics Education and Statistics Education Communities of Practice

Randall E. Groth
Journal for Research in Mathematics Education
Vol. 46, No. 1 (January 2015), pp. 4-16
DOI: 10.5951/jresematheduc.46.1.0004
Stable URL: http://www.jstor.org/stable/10.5951/jresematheduc.46.1.0004
Page Count: 13
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Working at the Boundaries of Mathematics Education and Statistics Education Communities of Practice
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Abstract

Statistics education has begun to mature as a discipline distinct from mathematics education, creating new perspectives on the teaching and learning of statistics. This Research Commentary emphasizes the importance of coordinating perspectives from statistics education and mathematics education through boundary interactions between the two communities of practice. The author argues that such interactions are particularly vital in shared problem spaces related to the teaching and learning of measurement, variability, and contextualized problems.

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