|Chris J. Wild (New Zealand)||Wild@stat.auckland.ac.nz|
|Maxine Pfannkuch (New Zealand)||firstname.lastname@example.org|
|Models for statistical modes of thinking
and problem solving have been developed, and continue to be developed, by
teachers and researchers. The purpose of these models range from helping
individual students solve problems to developing measurement instruments
for educational research. These theoretical models have arisen with particular
perspectives and primary uses in mind. In this paper we compare and contrast
some statistical thinking models originating from statistics education research
(e.g., Watson et al., 1995; Ben-Zvi & Friedlander, 1997; Jones et al.,
2000) with some models arising from the discipline of statistics and subdisciplines
(e.g., Wild & Pfannkuch, 1999; Hoerl & Snee, 2001). Drawing upon
models used in both these areas we discuss issues that include their development
and use, how they might illuminate one another and what we can learn from
them. To illustrate some of these issues we will use a model that we are
currently developing for the interpretation of statistically-based media
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