Literature Index

Displaying 601 - 610 of 3326

  • COLLABORATIVE WORK IN STATISTICS CLASSES: WHY DO IT?

    Author(s):
    Carolina Carvalho
    Year:
    2008
    Abstract:
    In Portugal like in many other countries we can find statistics in the mathematics curriculum, and statistics is taught in mathematics classes by mathematics teachers until the university level. During the compulsory levels most Portuguese students learn statistics in a traditional way. In this paper, we analyse dialogues of 7th grade students during collaborative work. The main objective was to understand some benefits of this kind of work on students' statistical reasoning. Our results suggest that collaborative work improves students' statistical reasoning as a result of the discussions and clarifications of their ideas and resolutions but also shows that this kind of work plays an important role in supporting students' development of positive orientations towards statistics.
    Location:
    http://www.ugr.es/~icmi/iase_study/Files/Contents.htm

  • Collabrative work in statistics among pre-service math teachers: An example from Portugal.

    Author(s):
    Antunes, S. A. R., & Carvalho, C.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    Collaboration is an important feature of today's teacher education. According to several researchers, teachers are open to work collaboratively, although they often work in an individual and solitary manner. Since the nineties statistics education includes the need for children to be able to pose questions, collect, organize and represent data in a spirit of investigation and exploration. This is enhanced by implementing student projects. The main research question in this paper is to clarify how three pre-service math teachers planned and prepared classes and reflected afterwards upon them. A qualitative methodology was adopted. It is shown with empirical evidence that collaborative work between teachers is an important approach to solve difficulties in statistical and didactical knowledge. Our results also show that these are the areas teachers have to improve in order to become more confident teachers of Statistics.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/C416.pdf

  • Collecting and analyzing real data in the elementary school classroom

    Author(s):
    Russell, S. J., & Friel, S. N.
    Editors:
    Trafton, P. R., & Shulte, A. P.
    Year:
    1989
    Abstract:
    We shall present four important areas in teaching data analysis: the selection of problems and data sets; the critical concepts underlying the process of data analysis; the development of pupils' facility with a range of representations, including the role of technology; and the management of data analysis activities in the classroom.
    Location:
    RISE

  • Collecting Data on Train Performance.

    Author(s):
    Porkess, R.
    Editors:
    Goodall, G.
    Year:
    2003
    Abstract:
    Summary This article illustrates many of the problems of defining and obtaining a 'representative' sample in the context of a real-life survey of train performance.

  • College students' attempts to reason about probability

    Author(s):
    Keeler, C. M. & Steinhorst, R. K.
    Year:
    2004
    Abstract:
    Students in the first statistics course generally have trouble reasoning about statistics and the concept of probability. The reform movement tin teaching statistics suggests a variety of good practices. In an attempt to increase student learning, we have researched the use of active learning, cooperative groups, and authentic assessment. In this study we have added web-based instructional materials and on-line small group discussion activities. This classroom-based research looks at an aspect of learning we have not studied previously, reasoning about probability. Due to the large size of this section of sophomore level statistics (N=126), student interaction in thinking g through activities was captured electronically through the use of WebCT on-line group discussion. The on-line discussion format had both strengths and weaknesses, which will be discusses. The WebCT content of the group discussions on-line was captured and analyzed to determine how students reasoned through the activity. The purpose of this study was to explore students' reasoning in completing group-based activities on probability.

  • College Students' Interpretation of Research Reports on Group Differences: The Tall-Tale Effect

    Author(s):
    Thomas P. Hogan, Brian A. Zaboski, and Tiffany R. Perry
    Year:
    2015
    Abstract:
    How does the student untrained in advanced statistics interpret results of research that reports a group difference? In two studies, statistically untrained college students were presented with abstracts or professional associations’ reports and asked for estimates of scores obtained by the original participants in the studies. These estimates were converted to inferred effect sizes and compared with the actual effect sizes. Inferred effect sizes substantially overestimated actual effect sizes for all reports, a phenomenon dubbed the tall-tale effect. The effect was obtained with a variety of reports and statistics. The tall-tale effect could be controlled somewhat with simple changes in wording. This finding suggests a program of research which would better calibrate inferences with those actually obtained in the research.
    Location:
    http://iase-web.org/documents/SERJ/SERJ14(1)_Hogan.pdf

  • Combinatorial reasoning

    Author(s):
    Batanero, M. C., Godino, J. D., & Navarro-Pelayo, V.
    Year:
    1994
    Abstract:
    This book (written in Spanish) is the result of a research on the students' difficulties on learning Combinatorics and of our theoretical reflections about the teaching methodology and curricular development in Mathematics Education. It is intended to be a basic didactical instrument for teachers, students and researchers. The first chapter includes the description of the combinatorial problems, concepts and models, from a mathematical, historical and phenomenological perspective, establishing the connections of these aspects with the didactical units presented in chapter 3. Chapter 2 contains a summary of the research on teaching and learning Combinatorics that has been carried out in Psychology and Mathematics Education. Finally, in chapter 3 a detailed combinatorial curriculum for the different levels of primary and secondary education (10 - 18 year-olds pupils) is proposed. Each unit includes objectives, introductory problem situations, drill and practice and application problems with their solution, as will as methodological orientations for teachers.

  • Combinatorial reasoning and its assessment

    Author(s):
    Batanero, C., Godino, J. D., & Navarro-Pelayo, V.
    Editors:
    Gal, I., & Garfield, J. B.
    Year:
    1997
    Abstract:
    In this chapter we provide some answers to the following questions: (1) What is combinatorics and what role does it play in teaching and learning probability?, (2) What components of combinatorial reasoning should we develop and assess in our students?, (3) Are there any task variables that influence students' reasoning and provoke mistakes when solving combinatorial problems?, and (4) What are the most common difficulties in the problem-solving process? How should we consider these variables in the teaching and assessment of the subject? We illustrate these points by presenting some examples and test items taken from different research work about combinatorial reasoning and samples of students' responses to these tasks.

  • Combinatorics and its teaching: Analysis of teachers' responses to a survey

    Author(s):
    Batanero, M. C., Navarro-Pelayo, V., & Godino, J. D.
    Year:
    1991
    Abstract:
    In this work teachers' responses to a survey about combinatorics and its teaching are analyzed. Participants were 22 in service teachers and 14 trainee teachers who respond to questions concerning actual teaching methodology, suggestions for change, and students' difficulties and interest in combinatorics. We present information about the following aspects: content being taught, time spend for it and its planning, types of problems proposed to students and their relative difficulty in opinion of those teachers and suggested changes for teaching of the subject.

  • Combinatorics and the development of children's combinatorial reasoning.

    Author(s):
    English, L. D.
    Editors:
    Jones, G. A.
    Year:
    2005
    Abstract:
    Some elementary ideas of combinatorics and its role in supporting children's development of beginning probability ideas and problem-solving skills are explored. A review of studies that addressed children's combinatorial reasoning is then presented. To conclude, ways in which children's access to powerful ideas are considered.

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