An Analysis of Elementary Students’ Reasoning about Distributions in an Informal Statistical Modeling Process: Applying RISM Framework

This study investigates how interactions between models support elementary school students’ reasoning about distribution within the context of informal statistical modeling, applying the RISM framework. To this end, we analyzed the modeling processes of three sixth-grade students, focusing on the interplay among the three models within the RISM framework. The findings revealed that students’ reasoning about distribution evolved through a four-stage process. In this process, the students developed their own criteria for analysis and enhanced their understanding of distribution through the iterative process of adjusting the conjecture, data, comparison models. These results suggest that informal statistical modeling should be considered as a dynamic and cyclical process wherein reasoning advances through the conflicts and discrepancies that arise between models.