Literature Index

Displaying 1421 - 1430 of 3326

  • Learning about Statistical Covariation

    Author(s):
    Cobb, P., McClain, K,. & Gravemeijer, K.
    Year:
    2003
    Abstract:
    Recounts a study documenting the actual learning trajectory of the classroom community and the diversity in eighth-graders' reasoning as they participated in the classroom mathematical practices that constituted this trajectory. Describes the learning of the research team by documenting conjectures about students' statistical learning and the means of supporting it. Proposes a revised learning trajectory to inform design and instruction in other classrooms.

  • Learning Abstract Statistics Concepts Using Simulation

    Author(s):
    Mills, J. D.
    Year:
    2004
    Abstract:
    The teaching and learning of statistics has impacted the curriculum in elementary, secondary, and post-secondary education. Because of this growing movement to expand and include statistics into all levels of education, there is also a considerable interest in how to teach statistics. For statistics concepts that tend to be very difficult or abstract, many researchers have recommended using computer simulation methods (CSMs), but there have been very few empirically and theoretically based studies related to student achievement using these methods. The purpose of this study was to determine whether using CSMs enhanced student understanding of abstract statistics concepts for students enrolled in an introductory course. Based on a theoretical framework of how students learn statistics, the preliminary results of this study indicate some evidence that these methods may improve student understanding of abstract statistics concepts.

  • LEARNING AND ASSESSMENT IN STATISTICS

    Author(s):
    PETOCZ, Peter and REID, Anna
    Year:
    2007
    Abstract:
    The main role of assessment is to support learning, and any view of assessment implies a corresponding view of learning. Research on students' conceptions of statistics, learning in statistics and assessment, suggests that there is a clear variation from narrow to broad views. Another dimension is students' perceptions of their future professional roles and how that impacts on their present studies. In order to support the learning process, assessment should be structured in such a way as to make apparent to students the full range of variation in conceptions and to encourage them towards the broadest and most inclusive ideas. Further, it is important that the approach to assessment has coherence with the overall pedagogical approach.
    Location:
    http://www.swinburne.edu.au/lss/statistics/

  • Learning and Testing Mathematics in Context; The case: Data visualization

    Author(s):
    de Lange, J., Burrill, G., Romberg, T., & van Reeuwijk, M.
    Year:
    1993
    Abstract:
    This monograph describes a teaching experiment related to the NCTM Curriculum and evaluation Standards (1989).

  • Learning by problem solving versus by examples: The benefits of generating and receiving information

    Author(s):
    Lovett, M. C.
    Year:
    1992
    Abstract:
    This experiment contrasts learning by solving problems with learning by studying examples, while attempting to control for the elaborations that accompany each solution step. Subjects were given different instructional materials for a set of probability problems. They were either provided with or asked to generate solutions, and they were either provided with or asked to create their own explanations for the solutions. Subjects were then tested on a set of related problems. Subjects in all four conditions exhibited good performance on the near transfer test problems. On the far transfer problems, however, subjects in two cells exhibited stronger performance: those solving and elaborating on their own and those receiving both solutions and elaborations from the experimenter. There also was an indication of a generation effect in the far transfer case, benefiting subjects who generated their own solutions. In addition, subjects' self-explanations on a particular concept were predictive of good performance on the corresponding subtask of the test problems.

  • Learning by problem solving versus examples: The benefits of generating and receiving information

    Author(s):
    Lovett, M. C.
    Year:
    1992
    Abstract:
    This experiment contrasts learning by solving problems with learning by studying examples, while attempting to control for the elaborations that accompany each solution step. Subjects were given different instruction materials for a set of probability problems. They were either provided with or asked to generate solutions, and they were either provided with or asked to create their own explanations for the solutions. Subjects were then tested on a set of related problems. Subjects in all four conditions exhibited good performance on the near transfer test problems. On the far transfer problems, however, subjects in two cells exhibited stronger performance: those solving and elaborating on their own and those recieving both solutions and elaborations from the experimenter. There also was an indication of a generation effect in the far transfer case, benefiting subjects who generated their own solutions. In addition, subjects' self-explanations on a particular concept were predictive of good performance on the corresponding subtask of the test problems.

  • Learning chance: Lessons from a learning-axes and bridging-tools perspective.

    Author(s):
    Abrahamson, D.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    The paper builds on design-research studies in the domain of probability and statistics conducted in middle-school classrooms. The design, ProbLab (Probability Laboratory), which is part of Wilensky's 'Connected Probability' project, integrates: constructionist projects in traditional media; individual work in the NetLogo modeling-and-simulation environment; and networked participatory simulations in HubNet. An emergent theoretical model, 'learning axes and bridging tools,' frames both the design and the data analysis. The model is explicated by discussing a sample episode, in which a student reinvents sampling by connecting 'local' and 'global' perceptions of a population.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/7F3_ABRA.pdf

  • Learning from experience- Bayes theorem: A model for stochastic learning situations?

    Author(s):
    Steinbring, H., & Von Harten, G.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    The Bayesian approach shall serve us in this respect: which are the advantages and drawbacks of such a model, mainly with regard to a better understanding for stochastics education? This question refers to two different aspects: to both the exemplary use of such an approach in instruction, and to the benefits and more comprehensive knowledge resulting in principle from such a didactical way of phrasing the question. Accordingly, and from an educational perspective, this is not simply a matter of deciding whether the Bayesian approach is right or wrong - i.e. of contributing to the controversy about the subjective and the objective concept of probability - but rather this debate is intended to help us obtain new insights into the relationship between probability theory and statistics which are not confined to stating either a strict separation, or an identity, between probability theory and statistics.

  • Learning from Japanese approaches to professional development

    Author(s):
    Fernandez, C.
    Abstract:
    This article first describes the Japanese professional development practice of lesson study and its articulation within the Japanese educational system. Next, insights gained from an empirical study that explored the feasibility of lesson study in a U.S. setting are discussed. More specifically, challenges to lesson study practice are highlighted, with particular attention paid to the difficulties faced by American teachers in trying to adopt the research focus that is inherent in lesson study. The article concludes with reflections about what the study of lesson study can teach us about efforts to improve teaching, which, like lesson study, center on having teachers examine their practice or that of others.

  • Learning goals: The primacy of statistical knowledge.

    Author(s):
    Broers, N. J.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    Amongst researchers of statistics education and statistics educators alike, statistical literacy, statistical reasoning and statistical thinking have gained prominence as important learning goals for the teaching of statistics. Careful examination of the three concepts shows that considerable disagreement on their definition still exists, creating problems in the attempts to develop valid and useful measurement instruments. It is argued that the fuzziness of the three constructs stems from the fact that their conception was not motivated by empirical regularities in need of explanation, but rather by the desire to create new perspectives on the future development of statistics education. The inherent ambiguity of the three concepts makes them unsuitable as learning goals for statistics education. By focussing on different aspects of statistical knowledge, however, the intended differentiation in meaningful learning goals can be met in a less disputable way.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/6G2_BROE.pdf

Pages

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

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