Literature Index

Displaying 531 - 540 of 3326

  • Challenges in developing statistical reasoning in school

    Author(s):
    Ben-Zvi, D.
    Editors:
    R. Borba & C. Monteiro
    Year:
    2011

  • Challenges in Seeing Data as Useful Evidence in Making Predictions on the Probability of a Real-World Phenomenon

    Author(s):
    Per Nilsson
    Year:
    2013
    Abstract:
    This study investigates the relationship between deterministic and probabilistic reasoning when students experiment on a real-world situation involving uncertainty. Twelve students, aged eight to nine years, participated in an outdoor teaching activity that called for reflection on the growth of sunflowers within the frame of a sunflower lottery, where students were involved in the process of creating their own empirical data of the growth. However, the study shows not only that the students do not make use of data for predicting the outcome of an uncertain event, but also how this can be explained by students’ attention to deterministic features of the situation, brought to the fore within an ecology context and connected to a conceptual principle of ‘sharing’.
    Location:
    http://iase-web.org/documents/SERJ/SERJ12(2)_Nilsson.pdf

  • Challenges of implementing innovation

    Author(s):
    Edwards, B. S.
    Year:
    2000
    Abstract:
    Presents requisites for and characteristics of reform, identifies sources of problems teachers face when implementing change, and gives tips for success.

  • CHANCE ENCOUNTERS - 20 YEARS LATER<br>FUNDAMENTAL IDEAS IN TEACHING PROBABILITY AT SCHOOL LEVEL

    Author(s):
    Ramesh Kapadia
    Year:
    2009
    Abstract:
    This paper considers how probability is now taught in England and the way that the curriculum<br>reflects key research ideas from the last few decades. Links are made to work undertaken in probability<br>education and the way that challenges in the book, Chance Encounters, have been met. This is based on the<br>current curriculum and also the performance of children in tests. The key question considered is the extent to<br>which the teaching of probability has changed over the last twenty years. The conclusion notes that there is<br>some way to go in ensuring children are well versed in probability.
    Location:
    http://www.iejme.com/032009/IEJME_p24_Kapadia_E.pdf

  • Chance Encounters: Probability in Education

    Author(s):
    Kapadia, R., (Ed.)
    Editors:
    Borovcnik, M.
    Year:
    1991
    Abstract:
    This book has been written to fill a substantial gap in the current literature in mathematical education. Throughout the world, school mathematical curricula have incorporated probability and statistics as new topics. There have been many research papers written on specific aspects of teaching, presenting novel and unusual approaches to introducing ideas in the classroom; however, there has been no book giving an overview. Here we have decided to focus on probability, making reference to inferential statistics where appropriate; we have deliberately avoided descriptive statistics as it is a separate area and would have made ideas less coherent and the book excessively long. The following chapters are included: - The educational perspective - Probabilistic perspective - Empirical research in understanding probability - Analysis of the probability curriculum - The theoretical nature of probability - Computers in probability education - Psychological Research in probabilistic understanding

  • ChancePlus: A computer-based curriculum for probability and statistics

    Author(s):
    Konold, C.
    Year:
    1991
    Abstract:
    ChancePlus is a three-year project to research and develop effective methods for teaching introductory probability and statistics, especially at the high-school level. In this report, we summarize our activities during the second year of the project. Our efforts in this year were concentrated on developing and revising instructional units in probability and statistics and on the development of our statistical analysis program, DataScope. We also describe progress in our research of student understanding of probability and statistics and in the development of items to test for conceptual understanding.

  • Changes to probability and statistics curricula in schools in the 1990's : Implications for pre-service and in-service teacher education

    Author(s):
    Dowsey, J.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    It is evident that over the past ten years, there has been substantial change to probability and statistics curricula in schools in many countries. It is also clear that there will be continuing development in the 1990s if for no other reason than the continuing impact of technological change. This paper discusses the evolving situation in Victoria (Australia) related to the incoming VCE (Victorian Certificate of Education) with the particular focus being the need for a review of statistics and methodology courses appropriate for intending secondary teachers. In particular, the state of play in teacher education at the Institute of Education as it relates to the areas of probability and statistics described. In addition, some comments regarding teacher in-service are made.

  • Changing conceptions of statistics: A problem area for teacher education

    Author(s):
    Biehler, R.
    Year:
    1988
    Abstract:
    Content 1. Changing conceptions of statistics 2. Meta-knowledge as part of teachers professional knowledge 2.1 The relevance of meta-knowledge 2.2 Meta-knowledge for teachers 3. Elements of teacher knowledge about developments related to Exploratory Data Analysis 3.1 Data and their context 3.2 Activity of data analysis 3.3 Graphs 4. Concluding remarks References

  • Changing conceptions of statistics; A problem area for teacher education

    Author(s):
    Biehler, R.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    This report discusses problems in teacher education.
    Location:
    RISE

  • Changing preservice teachers epistemological beliefs about teaching and learning in mathematics: An intervention study

    Author(s):
    Michele Gregoire Gill , Patricia T. Ashton &amp; James Algina
    Year:
    2004
    Abstract:
    We investigated a theoretical model including an instructional intervention and systematic processing to account for change in preservice teachers' epistemological beliefs about teaching and learning in mathematics. General and subject-specific epistemological beliefs and systematic processing were assessed in 161 preservice teachers, randomly assigned to an experimental group whose epistemological beliefs about mathematics were activated and challenged through augmented activation and refutational text or to a control group who read a traditional expository text. The model was partially supported. The treatment group receiving the instructional intervention demonstrated greater change in implicit epistemological beliefs than the control group, and partial support for systematic processing as a mediator of the relationship between general epistemological beliefs and change in specific epistemological beliefs was obtained.
    Location:
    http://www.sciencedirect.com/science?_ob=ArticleURL&amp;_udi=B6WD1-4BRSDPB-1&amp;_user=616288&amp;_rdoc=1&amp;_fmt=&amp;_orig=search&amp;_sort=d&amp;view=c&amp;_acct=C000032378&amp;_version=1&amp;_urlVersion=0&amp;_userid=616288&amp;md5=c5fd8fae61536b04f1

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education