Although statistics has now been in the Australian curriculum for two decades, much of the advice to teachers focuses on computational statistics rather than developing reasoning about statistical situations. A recent project focused on developing a Learning Progression of Statistical Reasoning and then providing explicit guidance for teachers linked to the Learning Progression. The intended outcome is a package of assessment tasks that teachers can use to identify their students’ current zones of statistical reasoning and suitable activities to provide the foundation for further developing students’ statistical reasoning. This paper explores the processes used to move from the researchbased validated Learning Progression to teaching advice.

Item Type:	Refereed Conference Paper
Keywords:	statistics education research practice
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Mathematics and numeracy curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Other education and training
Objective Field:	Other education and training not elsewhere classified
UTAS Author:	Callingham, RA (Associate Professor Rosemary Callingham)
UTAS Author:	Watson, J (Professor Jane Watson)
ID Code:	127896
Year Published:	2018
Deposited By:	Education
Deposited On:	2018-08-20
Last Modified:	2019-02-14
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