Analyzing Propositions Underlying the Theory of Statistics

Conceptual understanding of statistics is usually considered one of several aspects of statistical knowledge. It refers to the ability of students to tie their knowledge of statistical ideas and concepts into a network of interrelated propositions. In this study an attempt was made to analyze the theory of descriptive regression analysis into its constituent propositions. Content analysis of the work of nine students revealed that these propositions were used by the students as cognitive units in their mental representation of the statistical theory. Suggestions for a use of constituent propositions as learning tools are discussed.