Literature Index

Displaying 1941 - 1950 of 3326

  • Research in the statistics classroom: Learning from teaching experiments.

    Author(s):
    Ben-Zvi, D., Garfield, J., & Zieffler, A.
    Editors:
    Burrill, G. F.
    Year:
    2006
    Abstract:
    This article describes two teaching experiments that focused on the development of statistical ideas and reasoning and illustrates different approaches (e.g. different rationale, activities, and technological tools). We focus on one aspect of each experiment: distribution and sample. Details of the experiments are provided to allow readers to appreciate some of the rich information that was gathered. Finally, suggestions for teachers are discussed.

  • Research in the statistics classroom: Learning from teaching experiments.

    Author(s):
    Ben-Zvi, D., Garfield, B.J., & Zieffler, A.
    Editors:
    G.F. Burrill
    Year:
    2006

  • Research on developing statistical reasoning: Reflections, lessons learned, and challenges.

    Author(s):
    Ben-Zvi, D.
    Year:
    2008

  • Research on reasoning about variability

    Editors:
    Ben-Zvi, D., & Garfield, J.
    Year:
    2004

  • Research on Reasoning about Variability.

    Author(s):
    Ben-Zvi, D., & Garfield, J.
    Year:
    2004

  • Research on Reasoning about Variability: A Forward

    Author(s):
    Ben-Zvi, D. & Garfield, J.
    Year:
    2004
    Abstract:
    The research studies presented in this special issue have serveral common features. Their topics reflect the shift in emphasis in statistics instruction, from statistical techniques, formulas, and procedures to developing statistical reasoning and thinking. These studies employ various types of qualitative methodologies, which appear to have uncovered many interesting points about how students and teachers reason about variability. Most of them use extended teaching experiments, or represent cases where researchers collaborated with teachers in field settings or designed specialized learning episodes or environments, to be able to elicit detailed and deep data about students' actions and reasoning.
    Location:
    http://www.stat.auckland.ac.nz/~iase/serj/SERJ3(2)_forward.pdf

  • Research on Statistical Literacy, Reasoning, and Thinking: Issues, Challenges, and Implications

    Author(s):
    Garfield, J. & Ben-Zvi, D.
    Editors:
    Ben-Zvi, D. & Garfield, J.
    Year:
    2004
    Abstract:
    The collection of studies in this book represents cutting-edge research on statistical literacy, reasoning, and thinking in the emerging area of statistics education. This chapter describes some of the main issues and challenges, as well as implications for teaching and assessing students, raised by these studies. Because statistics education is a new field, taking on its own place in educational research, this chapter begins with some comments on statistics education as an emerging research area, and then concentrates on various issues related to research on statistical literacy, reasoning, and thinking. Some of the topics discussed are the need to focus research, instruction, and assessment on the big ideas of statistics; the role of technology in developing statistical reasoning; addressing the diversity of learners (e.g., students at different educational levels as well as their teachers); and research methodologies for studying statistical reasoning. Finally, we consider implications for teaching and assessing students and suggest future research directions.

  • Research on statistical literacy, reasoning, and thinking: issues, challenges, and implications.

    Author(s):
    Garfield, J., & Ben-Zvi, D.
    Editors:
    D. Ben-Zvi & J. Garfield
    Year:
    2004

  • Research on statistics learning and reasoning

    Author(s):
    Shaughnessy, J. M.
    Editors:
    Lester, F.
    Year:
    2007
    Abstract:
    A comprehensive review of research.

  • Research on students' understanding of probability

    Author(s):
    Shaughnessy, J. M.
    Editors:
    Kilpatrick, J., Martin, W. G. & Schifter, D.
    Year:
    2003
    Abstract:
    In this chapter, I provide a discussion of selected discoveries that have been made about students' conceptions of probability. I also include a discussion of some trends in student performace on probability items on the 1996 National Assessment of Educational Progress (NAEP). In light of what is known about student thinking and performance in probability, I present some suggestions for the teaching of probability, I point out that a separation of research discussions of probability and statistics is artificial, just as artificial as the separation of data and chance when teaching. Principles and Standards for School Mathematics (NCTM, 2000) aptly places probability and statistics under one shared heading. I believe the most interesting research questions for the future reside in the joint realm of the areas of probability and statistics, just as the most interesting teaching challenges for the future lie in making interconnections between these two areas.

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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

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