After they experienced the activities of conjecturing and naming, students realised the role of three statistic terms.
Instead of telling the rules, then asking students to copy and practice the rules of statistics terms, the teacher conducted the conjecturing, discussion, and induction activities to introduce the statistics terms.
The process of conjecturing hinges on being able to recognise a pattern or analogy, in other words, on being able to make a generalisation.
As NCTM (1991) stressed, mathematics instruction needs to be orientated away from an emphasis on mechanistic answer-finding, and towards conjecturing, and problem solving.
The boundaries are blurry: When a student has a strong faith in correctness of a conjecture, or a reasonable justification for this educated guess, conjecturing may appear as verification of a result that was derived analytically.
As such, in this section we examine the participants' conjecturing in further detail.
Both verification and falsification may either break a chain of conjecturing or continue this chain.