Literature Index

Displaying 3001 - 3010 of 3326

  • Training mathematics secondary school teachers: A pioneer graduate program

    Author(s):
    Moussa, E. A.
    Year:
    1992
    Abstract:
    A graduate program in mathematics education, designed for secondary school teachers, is described. Probability and statistics is a major component of the program, which is offered on weekends and may be completed in 18 months. The results of a five-year objective evaluation of the program are given.
    Location:
    RISE

  • Training of African statisticians: The Experience Of The National School For Statistics And Applied Economics (Ensea) In Abidjan

    Author(s):
    N'guessan, K.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Statistical training is recent in francophone Africa. Statistical training institutions have opened in the 60's and 70's. Three schools provide training in statistics: ISSEA in Yaoundé, DSD in Dakar and ENSEA in Abidjan. ENSEA provides 4 levels of graduate programs: "Ingénieurs Statisticiens Economistes" (ISE) on Master'sLevel, "Ingénieurs des Travaux Statistiques" (ITS) on Bachelor's Level, "Adjoints Techniques de la Statistique" (AD) et "Agents techniques de la Statistique" (AT). The career openings of statisticians are mainly in the public administration. But private sector is recruiting more and more statisticians to manage its statistical system. In spite of the programmes' performances, training institutions remain fragile given the educational, didactic, and equipment difficulties they are confronted with. Foreign supports as well as a better consideration of statistical issues by decision-makers can guarantee the timelessness of the training device in sub Saharan Africa.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/4a2_koff.pdf

  • TRAINING STATISTICS TEACHERS FOR BOTSWANA SENIOR SCHOOLS:<br>IS IT NECESSARY?

    Author(s):
    Kgomotso Gertrude Garegae
    Year:
    2008
    Abstract:
    The study sought teachers' views on the need to train statistics teachers in Botswana. A purposive sample comprising 23 senior teachers and 30 ordinary teachers responded to an open-ended questionnaire soliciting their experiences about the teaching of statistics in schools. It was found that all teachers offering statistics had limited qualifications to teach statistics as they have been trained for mathematics teaching. The biggest challenges in statistical instructional practices were difficulties in solving questions and explaining concepts to students. The study findings suggest the necessity to train teachers so as to empower them with statistical pedagogical content knowledge and knowledge for teaching statistics.
    Location:
    http://www.ugr.es/~icmi/iase_study/Files/Contents.htm

  • Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach

    Author(s):
    Paas, F. G.
    Year:
    1992
    Abstract:
    In statistical problems, the differential effects on training performance, transfer performance, and cognitive load were studied for 3 computer-based training strategies. The conventional, worked, and completion conditions emphasized, respectively, the solving of conventional problems, the study of worked-out problems, and the completion of partly worked-out problems. The relation between practice-problem type and transfer was expected to be mediated by cognitive load. It was hypothesized that practice with conventional problems would require more time and more effort during training and result in lower and more effort-demanding transfer performance than practice with worked-out or partly worked-out problems. With the exception of time and effort during training, the results supported the hypotheses. The completion strategy and, in particular, the worked strategy proved to be superior to the conventional strategy for attaining transfer.

  • Training teachers for teaching statistics

    Author(s):
    Fischbein, E.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    In what follows we intend to focus our attention on the cognitive-development aspects and their didactical implications of the teaching of statistics.
    Location:
    RISE

  • Training teachers of statistics in the developing countries of Africa; The Nigerian experience

    Author(s):
    Adichie, J. N.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    The problem of how to produce trained teachers to teach statistics in schools is a perennial one, and the next section describes the situation in Nigeria and the steps being taken to solve it.
    Location:
    RISE

  • TRAINING TEACHERS TO DEVELOP STATISTICAL THINKING

    Author(s):
    Maxine Pfannkuch
    Year:
    2008
    Abstract:
    In this paper I argue that to improve teachers' statistical content and pedagogical content knowledge, teachers need to experience the game of statistics, build key statistical concepts related to transnumeration thinking, reasoning with statistical models, and consideration of variation, and understand how students develop their statistical reasoning. The implication of requiring teachers to have substantive and deep knowledge of statistics is discussed.
    Location:
    http://www.ugr.es/~icmi/iase_study/Files/Contents.htm

  • Training Teachers to Teach Probability

    Author(s):
    Batanero, C., Godino, J. D., &amp; Roa, R.
    Year:
    2004
    Abstract:
    In this paper we analyze the reasons why the teaching of probability is difficult for mathematics teachers, describe the contents needed in the didactical preparation of teachers to teach probability and analyze some examples of activities to carry out this training. These activities take into account the experience at the University of Granada, in courses directed to primary and secondary school teachers as well as in an optional course on Didactics of Statistics, which is included in the Major in Statistical Sciences and Techniques course since 1996. The aim is encouraging other colleagues to organize similar courses at their universities, either as part of their official programs or in their postgraduate training.
    Location:
    http://www.amstat.org/publications/jse/v12n1/batanero.html

  • Training teachers to teach statistics - Victoria 1988-1990

    Author(s):
    Lipson, K.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    Major changes to the mathematics courses in Victoria have meant that the amount of probability and statistics being taught in schools will undergo a large and dramatic increase over the next few years. Somewhere around 20-50% of mathematics at Year 11 and 12 (the first two years of secondary school) will now be probability and statistics. Not many teachers currently practicing in schools have the expertise to tackle much of the subject matter with confidence and enthusiasm. The result is that there is a need for professional development of teachers, which is both extensive and urgent. The Statistical Education Unit at the University of Melbourne has endeavoured to meet this need through various strategies, from half-day workshops to more formal courses running three hours weekly over thirteen weeks. These have met with varying success. Our conclusions and recommendations based on these experiences were presented.

  • Transformative teaching experiments through conjecture-driven research design.

    Author(s):
    Confrey, J. &amp; Lachance, A.
    Editors:
    Kelly, A. E. &amp; Lesh, R. A.
    Year:
    2000
    Abstract:
    The Handbook of Research Design in Mathematics and Science Education is based on results from an NSF-supported project (REC 9450510) aimed at clarifying the nature of principles that govern the effective use of emerging new research designs in mathematics and science education. A primary goal is to describe several of the most important types of research designs that:<br>* have been pioneered recently by mathematics and science educators;<br>* have distinctive characteristics when they are used in projects that focus on mathematics and science education; and<br>* have proven to be especially productive for investigating the kinds of complex, interacting, and adapting systems that underlie the development of mathematics or science students and teachers, or for the development, dissemination, and implementation of innovative programs of mathematics or science instruction.<br>The volume emphasizes research designs that are intended to radically increase the relevance of research to practice, often by involving practitioners in the identification and formulation of the problems to be addressed or in other key roles in the research process. Examples of such research designs include teaching experiments, clinical interviews, analyses of videotapes, action research studies, ethnographic observations, software development studies (or curricula development studies, more generally), and computer modeling studies. This book's second goal is to begin discussions about the nature of appropriate and productive criteria for assessing (and increasing) the quality of research proposals, projects, or publications that are based on the preceding kind of research designs. A final objective is to describe such guidelines in forms that will be useful to graduate students and others who are novices to the fields of mathematics or science education research. The NSF-supported project from which this book developed involved a series of mini conferences in which leading researchers in mathematics and science education developed detailed specifications for the book, and planned and revised chapters to be included. Chapters were also field tested and revised during a series of doctoral research seminars that were sponsored by the University of Wisconsin's OERI-supported National Center for Improving Student Learning and Achievement in Mathematics and Science. A Web site with additional resource materials related to this book can be found at http://www.soe.purdue.edu/smsc/lesh/

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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