| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Data seen through different lenses
|
Konold, Clifford
|
|
2014
|
88 |
3 |
p. 305-325
|
artikel
|
| 2 |
Data seen through different lenses
|
Konold, Clifford
|
|
|
88 |
3 |
p. 305-325
|
artikel
|
| 3 |
Developing students’ reasoning about samples and sampling in the context of informal inferences
|
Meletiou-Mavrotheris, Maria
|
|
2014
|
88 |
3 |
p. 385-404
|
artikel
|
| 4 |
Developing students’ reasoning about samples and sampling in the context of informal inferences
|
Meletiou-Mavrotheris, Maria
|
|
|
88 |
3 |
p. 385-404
|
artikel
|
| 5 |
Developing students’ reasoning about samples and sampling variability as a path to expert statistical thinking
|
Garfield, Joan
|
|
2014
|
88 |
3 |
p. 327-342
|
artikel
|
| 6 |
Developing students’ reasoning about samples and sampling variability as a path to expert statistical thinking
|
Garfield, Joan
|
|
|
88 |
3 |
p. 327-342
|
artikel
|
| 7 |
Learning to reason from samples
|
Ben-Zvi, Dani
|
|
2015
|
88 |
3 |
p. 291-303
|
artikel
|
| 8 |
Learning to reason from samples
|
Ben-Zvi, Dani
|
|
|
88 |
3 |
p. 291-303
|
artikel
|
| 9 |
Learning to reason from samples: commentary from the perspectives of task design and the emergence of “big data”
|
Ainley, Janet
|
|
2015
|
88 |
3 |
p. 405-412
|
artikel
|
| 10 |
Learning to reason from samples: commentary from the perspectives of task design and the emergence of “big data”
|
Ainley, Janet
|
|
|
88 |
3 |
p. 405-412
|
artikel
|
| 11 |
Proper and paradigmatic metonymy as a lens for characterizing student conceptions of distributions and sampling
|
Noll, Jennifer
|
|
2014
|
88 |
3 |
p. 361-383
|
artikel
|
| 12 |
Proper and paradigmatic metonymy as a lens for characterizing student conceptions of distributions and sampling
|
Noll, Jennifer
|
|
|
88 |
3 |
p. 361-383
|
artikel
|
| 13 |
What I see is not quite the way it really is: students’ emergent reasoning about sampling variability
|
Pfannkuch, Maxine
|
|
2014
|
88 |
3 |
p. 343-360
|
artikel
|
| 14 |
What I see is not quite the way it really is: students’ emergent reasoning about sampling variability
|
Pfannkuch, Maxine
|
|
|
88 |
3 |
p. 343-360
|
artikel
|
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