Literature Index

Displaying 2721 - 2730 of 3326
  • Author(s):
    Stephenson, S. D.
    Year:
    1992
    Abstract:
    College business statistics students (N=84) participated in a spreadsheet CBT tutorial. Noncontent related students-instructor interaction (present/absent) was studied in two learning settings: individual study and paired study. Student-instructor interaction led to higher achievement in the individual setting. However, when subjects studied in pairs, instructor interaction was less influential. The lowest scoring subjects were those who studied individually and who received no instructor interactions. The results demonstrate that what the instructor does, and how the students are arranged can affect achievement in CBT.
  • Author(s):
    Phyllis, H.
    Editors:
    Vogelli. B. R.
    Year:
    2001
    Abstract:
    The purpose of this study was to investigate the effectiveness of computer manipulatives compared to concrete manipulatives in teaching selected elementary probability topics. With the growing availability of computers in the classroom and the advancements in technological capabilities, computer manipulatives have the potential to have the same benefits of concrete manipulatives. It has been well documented that when used properly, concrete manipulatives benefit student's mathematical learning. Despite this fact, few teachers use concrete manipulatives because of classroom management issues. Several studies have shown that computer manipulatives are more manageable compared to their concrete counterparts and that computer manipulatives can facilitate students' mental operations better with the movements on screen. Thirteen fourth-grade students and two teachers were participants in the study. The students were separated into two groups of comparable ability. All students were to complete two activities which addressed nine probability-related target objectives. The first activity involved number cubes while the second involved spinners. When performing the number cube activity, half the students completed the activity using concrete cubes, the other half using computer cubes. To complete the second activity involving spinners, students who had used the computer number cubes for the first activity now used concrete spinners, and students who had used concrete number cubes for the first activity now used computer spinners. Students and teachers filled out a questionnaire and were interviewed at the completion of the study. Several comparisons showed that students using concrete manipulatives did just as well as those using computer manipulatives. Two out of four comparisons showed that students using concrete manipulatives scored better than those using computer manipulatives. Students and teachers reported that they enjoyed using computer manipulatives, and found them easy to use. Eight out of thirteen students saw no difference between the manipulatives with respect to their contribution to their learning, while about four out of thirteen students believed that concrete manipulatives were better for learning. Teachers did not change their belief that computer manipulatives are one of many tools that could be used to teach concepts however they reported that computer manipulatives will not replace concrete manipulatives.
  • Author(s):
    Ben-Zvi, D.
    Editors:
    Lee, C. & Satterlee, A.
    Year:
    2003
    Abstract:
    Variability and comparing data sets stand in the heart of statistics theory and practice. "Variation is the reason why people have had to develop sophisticated statistical methods to filter out any messages in data from the surrounding noise" (Wild &amp; Pfannkuch, 1999, p. 236). Concepts and judgments involved in comparing groups have been found to be a productive vehicle for motivating learners to reason statistically and are critical for building the intuitive foundation for inferential reasoning (Watson &amp; Moritz, 1999; Konold and Higgins, 2003). Thus, both variation and comparing groups deserve attention from the statistics education community.<br><br>The focus in this paper is on the emergence of beginners' reasoning about variation in a comparing groups situation during their encounters with Exploratory Data Analysis (EDA) curriculum in a technological environment. The current study is offered as a contribution to understanding the process of constructing meanings and appreciation for variability within a distribution and between distributions and the mechanisms involved therein. It concentrates on the qualitative analysis of the ways by which two seventh grade students started to develop views (and tools to support them) of variability in comparing groups using various numerical, tabular and graphical statistical representations. In the light of the analysis, a description of what it may mean to begin reasoning about variability in comparing distributions is proposed, and implications are drawn.
  • Author(s):
    Ben-Zvi, D.
    Editors:
    C. Lee
    Year:
    2004
  • Author(s):
    Dabrock, H.
    Year:
    1990
    Abstract:
    Visualizations of the law of large numbers are discussed and it is asked what are the implications for the classroom.
  • Author(s):
    Steinbring, H.
    Year:
    1996
    Abstract:
    In everyday teaching, the mathematical meaning of new knowledge is frequently devalued during the course of ritualized formats of communication, such as the "funnel pattern", and is replaced by social conventions. Problems of understanding occurring during the interactively organized elaboration of the new knowledge require an analysis of the interplay between the social constraints of the communicative process and the epistemological structure of the mathematical knowledge. Specific aspects of the problem of meaning development are investigated in the course of two exemplary second-grade teaching episodes. These are then used to develop and discuss decisive requirements for the maintenance of an interactive constitution of meaning for mathematical knowledge. Reprinted by permission of the publisher.
  • Author(s):
    Higgins, J.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    The paper considers the place of qualitative research in education, examining the significance of social context as a source of meaning for classroom processes. Ethnographic research methodology is considered as an approach to answering the question "What is happening when young children are working independently as part of a mathematics programme in a junior classroom?". There is strong potential for this methodology in classroom-based research.
  • Author(s):
    Gary D. Kader and Christine A. Franklin
    Year:
    2008
    Abstract:
    This article describes an activity for developing the notion of association between two quantitative variables. By exploring a collection of scatter plots, the authors propose a nonstandard "intuitive" measure of association; and by examining properties of this measure, they develop the more standard measure, Pearson's Correlation Coefficient. The activity is designed to help students better understand how statistical measures are "invented" and why certain measures are preferred.
  • Author(s):
    Kay McClain
    Year:
    2008
    Abstract:
    This paper provides an analysis of the evolution of the statistical understandings related to exploratory data analysis of a cohort of middle-school mathematics teachers. The analysis is grounded in a design experiment in the context of teacher development where the teachers' understandings of statistical data analysis, in particular, distribution were the mathematical endpoint. Activities from an instructional sequence designed to support ways to reason statistically about data were the basis of the engagement. Analyses of the episodes in this paper document the teachers' learning that occurred.
  • Author(s):
    Fischbein, E., &amp; Schnarch, D.
    Year:
    1997
    Abstract:
    The purpose of this research was to investigate the evolution, with age, of probabilistic, intuitively based misconceptions. We hypothesized, on the basis of previous research with infinity concepts, that these misconceptions would stabilize during the emergence of the formal operation period. The responses to probability problems of students in Grades 5, 7, 9, and 11 and of prospective teachers indicated, contrary to our hypothesis, that some misconceptions grew stronger with age, wheras others grew weaker. Only one misconception investigaged was stable across ages. An attempt was made to find a theoretical explanation for this rather strange and complex situation.

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