Individual and Collective Mathematical Development: The Case of Statistical Data Analysis

Abstract

In the first part of this article, I clarify how we analyze students' mathematical reasoning as acts of participation in the mathematical practices established by the classroom community. In doing so, I present episodes from a recently completed classroom teaching experiment that focused on statistics. Against the background of this analysis, I then broaden my focus in the final part of the article by developing the themes of change, diversity, and equity.