In what follows we intend to focus our attention on the cognitive-development aspects and their didactical implications of the teaching of statistics.
In what follows we intend to focus our attention on the cognitive-development aspects and their didactical implications of the teaching of statistics.
In the process of piloting and field-testing the curriculum materials, we have learned a great deal about what students and teachers understand about data analysis. We have also learned about the difficulties teachers encounter when they try to implement a curriculum which requires them and their students to respond quite differently from the way they respond in their usual mathematics classes.
This report discusses the difficulties teachers have teaching statistics along with the normal mathematics curriculum.
In organising this conference the participants have been asked to focus on how to train statistics teachers, rather than the question of how to teach statistics.
The paper shows that it is not enough for teachers to have in their education or in-service training a purely mathematical view of numbers and shapes. They need themselves to work with numbers in real life situations in order to obtain the proper perspective so as to cope with the demanding task of guiding their pupils towards an understanding of numbers. They need to match the abstract mathematical concept of number with the practical application in such a way that each aspect helps develop to other.
In Sweden, secondary school teachers have, on the average, two one day in-service meetings in mathematics per year. I have been involved in such short in-service training, and I will present some ideas that have developed from these meetings.
This report discusses the problems of training teachers of statistics.
This report discusses the problems of training teachers of statistics.
The Statistical Education Unit has now been in operation for some six months during which time an in-service programme has been developed. A number of changes have been made to the programme in the light of our experiences and both the initial programme and the changes are reported in the hope that others may learn from our mistakes.
This paper looks at the question of students' attitudes towards statistics and suggests ways of improving their feelings about this subject.