The TLRI project was a two-year collaboration among two statisticians, two researchers, and nine teachers. There was an urgent need to understand how students can progressively develop informal statistical inferential reasoning from Levels 5 to 8 of the new curriculum. The project team designed innovative approaches to develop students’ informal inferential reasoning and sought evidence that these innovations had a significant effect on improving students’ statistical reasoning in this domain.

A set of guidelines were developed to support making the call at years 10, 11 and 12 for comparison investigations.

support developing underlying concepts for making the call.

This work is supported in part by a grant from.

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This paper discusses some of the major issues surrounding story telling in statistics, challenge current practices, open debates about what constitutes good verbalization of structure in graphical and numerical summaries, and attempt to clarify what underlying concepts should be brought to students‟ attention, and how. Narrowing in on the particular problem of comparing groups, we propose that instead of simply reading and interpreting coded information from graphs, students should engage in understanding and verbalizing the rich conceptual repertoire underpinning comparisons using plots. These essential data-dialogues include paying attention to language, invoking descriptive and inferential thoughts, and determining informally whether claims can be made about the underlying populations from the sample data. A detailed teacher guide on comparative reasoning is presented and discussed.

Telling data stories: Essential dialogues for Comparative Reasoning

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