Literature Index

Displaying 331 - 340 of 3326
  • Author(s):
    Konold, C.
    Year:
    1989
    Abstract:
    Performance on problems included in the most recent administration of NAEP suggest that the majority of secondary students believe in the independence of random events. In the study reported here a high percentage of high-school and college students answered similar problems correctly. However, about half of the students who appeared to be reasoning normatively on a question concerning the most likely outcome of five flips of a fair coin gave a logically inconsistent answer on a follow-up question about the least likely outcome. It is hypothesized that these students were reasoning according to an "outcome approach" to probability in which they interpreted their task as predicting what actually would occur if they flipped a fair coin five times. This finding suggests that the percentage correct on corresponding NAEP items are inflated estimates of normative reasoning about independence.
  • Author(s):
    Reston, Enriqueta
    Year:
    2013
    Abstract:
    In response to the need for reformed, outcome-based higher education statistics curricula in the Philippines, this paper draws from current research on the role of technology in statistics education and presents a framework for technology integration in teaching undergraduate and graduate-level statistics for non-majors. Anchored on the principles of Outcome-Based Education, this framework combines ideas from Pearson and Gallagher’s Gradual Release of Responsibility Model and Taggart’s Reflective Thinking Model to guide the attainment of the goals and intended learning outcomes for teaching statistics with technology as expanded opportunity and support for learning success. The Gradual Release of Responsibility Model describes how responsibility of learning shifts gradually over time from teacher to student ownership and from modeled and guided instruction to collaborative and independent learning. The Reflective Thinking Model guides the course design where focus in teaching with technology moves from technical to contextual, and then to dialectical, in the transition from undergraduate to graduate -level statistics.
  • Author(s):
    Jones, G. A., & Thornton, C. A.
    Editors:
    Jones, G. A.
    Year:
    2005
    Abstract:
    This is an historical overview of research on the learning and teaching of probability. Research will be classified chronologically as Phase 1, the Piagetian Period; Phase 2, the Post-Piagetian Period; and Phase 3, the Contemporary Period. The research of each of these phases will be analyzed and we will identify the theoretical developments and implications for teaching and learning that have been associated with each phase.
  • Author(s):
    Estrada, A.
    Editors:
    Batanero, C. & Fortuny, J. M.
    Year:
    2002
    Abstract:
    En esta Tesis nos hemos interesado por el estudio de los conocimientos y las actitudes hacia la estadística de los profesores en formación, justificando el interés del estudio por la influencia de estas variables sobre la planificación de la acción educativa que cubra tanto los conocimientos matemáticos y didácticos como la educación de la afectividad del profesor. El trabajo se ha llevado a cabo en dos fases. En la primera presentamos los resultados de pasar una escala de actitudes de construcción propia a una muestra de 66 profesores en ejercicio y 74 profesores en formación de educación primaria. No encontramos diferencias por género, aunque si una mejoría en aquellos alumnos que la estudiaron previamente. Contrariamente a nuestra hipótesis inicial, tampoco encontramos unas diferencias acusadas en las actitudes de profesores en formación y profesores en ejercicio, por lo que decidimos continuar el trabajo centrándonos exclusivamente en el primer grupo, que es sobre el que recae principalmente nuestra acción formativa. Para la segunda fase del estudio, realizada con una muestra de 367 profesores en formación elegimos la escala SATS, después de realizar un comparativo de escalas de medición de actitudes. Asimismo utilizamos una parte del cuestionario Statistics Reasoning Assessment, construido por Konold y Garfield para obtener algunos datos sobre los conocimientos estadísticos de los profesores. Se confirma que la actitud de los profesores en formación es en general positiva independientemente del genero y de la especialidad. Aporta ademas una evaluación orientativa de los conocimientos estadísticos de los profesores en formación, encontrando errores conceptuales sobre los promedios, muestreo, valor atípico, así como en las interpretaciones de la probabilidad. En estos errores influye la especialidad cursada en los estudios de Magisterio. Se observa también una relación moderada entre actitudes y conocimientos estadísticos. Pensamos que esto sugiere la necesidad de apoyo desde los departamentos de didáctica y facultades de educación. Todos estos resultados se comparan con otros estudios previos de actitudes hacia la estadística. La Memoria incluye también un estudio detallado de las investigaciones previas sobre actitudes hacia la estadística y errores en conceptos estadísticos elementales, así como un análisis del concepto actitud, sus componentes y medición y de las principales escalas de actitudes hacia la estadística.
  • Author(s):
    Alvarez, E. E.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    During the fall 2005 the author taught a large introductory Statistics class at the University of Connecticut with the aid of a student personal response system (also known as "clickers"). Apart from its pedagogical value, the system has the secondary advantage of building vast day to day data on students' performance. This article presents an analysis of the data gathered from the course, together with conclusions and suggestions on how to collect and organize data for further educational studies.
  • Author(s):
    Godino, J. D., Roa, R., Recio, Á, M., Recio, Ruiz, F., & Pareja, J. L.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    In this paper we analyse an intuitive approach to the study of the empirical law of large numbers by a pair of student teachers. The learning is based on the use of a random experiment simulation applet with feedback by a lecturer. The analysis is based on some theoretical tools taken from the onto-semiotic approach to mathematical cognition and instruction (Godino, 2002). In particular we assess the epistemic, cognitive and instructional suitability of the study process. We deduce some requirements of the simulation device characteristics and the lecturer's role to increase the suitability of the teaching and learning process.
  • Author(s):
    Joanne Caniglia, Barbara Leapard
    Year:
    2010
    Abstract:
    The book If the World Were a Village, by David J. Smith, is the context for analysing and creating graphs of the world's demographic information. Students examine numerical information regarding the more than six billion world inhabitants by imagining the world's population as 100 people.
  • Author(s):
    Konold, C., & Well, A.
    Year:
    1981
    Abstract:
    Several aspects of interview research heretofore receiving little attention are discussed. A brief description of the different types of interview formats and levels of analysis is presented. Following a discussion of the problem of analyzing protocol data, some suggestions are offered about analysis procedures that derive from constructionist assumtions. A model is offered of the interview which describes its role in hypothesis formulation and hypothesis testing. Views on how the interview can be used in combination with other research methods to investigate problem solving are discussed. Finally, how interview research is currently being reported is examined, and recommendations concerning the types of information necessary for inclusion in such reports are offered. Suggestions are aimed at encouraging the researcher to remain skeptical of interpetations of protocol data, and to report the results of interview research fitting specific criticism from the research community. ERIC RIE #ED-204 400.
  • Author(s):
    Sullivan, M. M.
    Year:
    1995
    Abstract:
    This descriptive ex post facto study analyzed conceptual understanding in descriptive statistics among 249 traditional age undergraduates at two northeastern universities after an instructional program which decreased the time spent on lecture and added activities, small group collaboration, and discussion that responded to students' varied learning styles.
  • Author(s):
    de Tari, A. G. D., & Diblasi, A.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    The concepts of disjunctive events and independent events are didactic ideas that are daily used in the classroom. Previous observations of attitudes and assessment given to students at university level who attend the introductory Statistics course have helped detect the confusion between disjunctive events and independent events, and indicate the spontaneous ideas that students tend to elaborate about both concepts in the different situations in which these notions have to be considered. However the relation between these ideas and their formal definitions is not known in detail. In this work, we use Didactic Engineering as methodology to analyze students' misconceptions, their persistence, and the process by which the student confronts his misconceptions by applying theoretical concepts. The aim is to improve the teaching of these topics.

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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