The interpretation of results: an element of meaning for statistical inference

ABSTRACT In a hypothesis test and analysis of variance open-ended problem, we analyzed the answers given by (N = 224) psychology students from the University of Huelva, Spain in relation to the meaning reached by the students in the interpretation for both results. After solving the problems, they were asked to interpret the results in terms of the problem. We use the onto-semiotic approach to mathematical cognition as a theoretical framework. As part of this framework, we consider the mathematical objects, the processes involved and the results, with the aim of discovering semiotic conflicts that lead to institutionally inadequate responses. We present a detailed classification of the semiotic conflicts that emerge from the analysis of these tasks carried out by the students.

摘要：本研究围绕假设检验与方差分析的开放式问题，对西班牙韦尔瓦大学（University of Huelva）224名心理学专业学生（N=224）的作答结果展开分析，聚焦学生针对两类分析结果进行解读时所形成的意义认知。学生在完成题目解答后，需结合问题情境对分析结果进行阐释。本研究采用数学认知本体符号学方法（onto-semiotic approach）作为理论框架，在此框架下，我们将考察涉及的数学对象、认知过程与分析结果，旨在挖掘引发不符合学术规范作答的符号冲突。最终，本研究对学生完成此类任务的分析过程中出现的符号冲突进行了详细分类。