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            <idno type="halRefHtml">&lt;i&gt;CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education&lt;/i&gt;, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.707-714</idno>
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              <p>Simulation approaches to inference have gained prominence in statistics education. In this paper we combine a theoretical analysis of the ways researchers and curriculum developers have represented models of simulation processes with an empirical analysis of the ways teachers represent models of the process they believe would be helpful to students. Our results cumulate in suggestions for a more explicit framework for using a simulation approach to inference.</p>
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