Literature Index

Displaying 2691 - 2700 of 3326
  • Author(s):
    Lehrer, R., & Schauble, L.
    Year:
    2000
    Abstract:
    It is essential to base instruction on a foundation of understanding of children's thinking, but it is equally important to adopt the longer-term view that is needed to stretch these early competencies into forms of thinking that are complex, multifaceted, and subject to development over years, rather than weeks, or month. We pursue this topic through our studies of model-based reasoning. We have identified four forms of models and related modeling practices that show promise for developing model-based reasoning. Models have the fortuitous feature of making forms of student reasoning public and inspectable - not only among the community of modelers, but also to teachers. Modeling provides feedback about student thinking that can guide teaching decisions, an important dividend for improving professional practice.
  • Author(s):
    David L. Neumann, Michelle M. Neumann, and Michelle Hood
    Year:
    2010
    Abstract:
    The use of a real data set has the potential to increase engagement and learning in students<br><br>who enrol in a statistics course at university. The present report describes the development of<br><br>an approach that uses a real data set, but one that is collected from the students. The questions<br><br>are designed so that the data set can be used throughout the course to illustrate relevant<br><br>concepts and methods in the application of introductory statistics. An evaluation was<br><br>conducted via individual interviews with a random sample of 38 students. Quantitative and<br><br>qualitative responses indicated that the survey led to in-class participation, was perceived to<br><br>be a different approach, and contributed to an interest in, understanding of, and appreciation<br><br>of the relevance of statistics. The creative use of student data is recommended to facilitate the<br><br>learning of statistics
  • Author(s):
    Kendra K. Schmid, Erin E. Blankenship, April T. Kerby, Jennifer L. Green, and Wendy M. Smith
    Year:
    2014
    Abstract:
    Abstract The statistical preparation of in-service teachers, particularly middle school teachers, has been an area of concern for several years. This paper discusses the creation and delivery of an introductory statistics course as part of a master’s degree program for in-service mathematics teachers. The initial course development took place before the advent of the Common Core State Standards for Mathematics (CCSSM) and the Mathematics Education of Teachers (MET II) Reports, and even before the GAISE Pre-K-12 Report. Since then, even with the recommendations of MET II and the widespread implementation of the CCSSM, the guidance available to faculty wishing to develop a statistics course for professional development of in service teachers remains scarce. We give an overview of the master’s degree program and discuss aspects of the course, including the goals for the course, course planning and development, the instructional team, course delivery and modifications, and lessons learned through five offerings. With this paper, we share our experiences developing such a course, the evolution of the course over multiple iterations, and what we have learned about its value to the middle-level teachers who have participated. As more and more universities are being asked to develop courses specifically for in-service teachers, we wrote this article in the hopes of providing guidance to others, and to share our lessons learned.
  • Author(s):
    Wise, S. L.
    Year:
    1985
    Abstract:
    This study describes the development and validation of a new instrument entitled Attitudes Toward Statistics (ATS) to be used in the measurement of attitude change in introductory statistics students.
  • Author(s):
    Laura E. Schulte
    Year:
    2008
    Abstract:
    Students in my applied advanced statistics course for educational administration doctoral students developed a follow-up survey for teacher preparation programs, using the following scale development processes: adopting a framework; developing items; providing evidence of content validity; conducting a pilot test; and analyzing data. The students developed the survey items by using the Interstate New Teacher Assessment and Support Consortium (INTASC) principles as the framework to operationally define the knowledge and skills that highly qualified teachers should possess. The students analyzed the data from the pilot study for their final exam in the course. The follow-up survey currently is being used by our university for program evaluation, improvement, and accreditation.
  • Author(s):
    Schau, C., Stevens, J., Dauphinee, T. L., &amp; Del Vecchio, A.
    Year:
    1995
    Abstract:
    The Survey of Attitudes Toward Statistics (SATS) was designed for use in both research and instruction. A panel of instructors and introductory statistics students identified by consensus four facets of attitudes toward statistics: (a) Affect--positive and negative feelings concerning statistics; (b) Cognitive Competence--attitudes about intellectual knowledge and skills when applied to statistics; (c) Value--attitudes about the usefulness, relevance, and worth of statistics; and (d) Difficulty--attitudes about the difficulty of statistics as a subject. This structure was validated for a sample of undergraduate students using confirmatory factor analysis. Additional validity evidence was obtained through the correlation of SATS with Wise's Attitudes Toward Statistics scale, which showed significant, positive relationships between the two instruments.
  • Author(s):
    Langrall, C. W. &amp; Mooney, E. S.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Given the importance of instruction in promoting students' statistical literacy, a cohesive picture of the development of students' statistical thinking is needed to better inform classroom teachers and curriculum developers. With this in mind, one of the authors developed a framework to characterize middle school students' statistical thinking within four statistical processes, across four levels of thinking. A subsequent study (Langrall, Mooney, Hofbauer, &amp; Johnson, 2001) addressed gaps in Mooney's framework. This paper describes how the findings of the Langrall et al. study were merged with the framework and reports on resulting modifications to the entire framework.
  • Author(s):
    Wise, S. L.
    Year:
    1985
    Abstract:
    This study describes the development of a new instrument entitled Attitudes Toward Statistics (ATS), to be used in the measurement of attitude change in introductory statistics students. Two ATS subscales are identified, labeled Attitude Toward Course, and Attitude Toward the Field, respectively. These subscales are shown to have both high internal consistency and test-retest reliability. It is further shown that each ATS subscale provides distinctly different information about the attitudes of introductory statistics students.
  • Author(s):
    Strauss, S., &amp; Bichler, E.
    Year:
    1988
    Abstract:
    The study was conducted to (a) determine the development of children's understanding of seven properties of the arithmetic mean and (b) assess the effects of the material used in the testing (continuous, discontinuous) and the medium of presentation (story, concrete, and numerical). Twenty children were selected at each of the ages 8, 10, 12, and 14 years. Different development courses of the children's reasoning were found on some tasks measuring the properties of the the average. No significant effects were found for the materials used or the medium of presentation. The findings are discussed in terms of their importance for developmental psychology and educational practice.
  • Author(s):
    Berenson, S. B., Friel, S. N., &amp; Bright, G. W.
    Editors:
    Becker, J. R., &amp; Pence, B. J.
    Year:
    1993
    Abstract:
    The objectives of this research were to determine if there were patterns to elementary teachers' development of statistical ideas. Center of the data and typical of the data were the two concepts studied. Comparisons of teacher's responses before and after instruction were made to determine areas of fixation and ideas about measures of center. Before instruction teachers tended to fixate on large graphical features. After instruction teachers focused on measures of center, particularly the median, to explain their ideas of center, rather than graphical features. More teachers focused on data intervals after instruction to explain typical in the histogram, but these ideas were not stable over the two graphs. We conjecture that fixations and stability are two factors in determining the statistical conceptual development of elementary teachers.

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

register