Literature Index

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.

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.

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.

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.