scholarly journals PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS IMPLEMENTING PROBABILISTIC SIMULATIONS IN ELEMENTARY SCHOOL CLASSROOMS

2014 ◽  
Vol 13 (2) ◽  
pp. 83-92
Author(s):  
LEANDRO DE OLIVEIRA SOUZA ◽  
CELI ESPASANDIN LOPES ◽  
LUZINETE DE OLIVEIRA MENDONÇA
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Statistics Education ◽  
Pedagogical Beliefs ◽  
Doctoral Research ◽  
Research Journal ◽  
Statistics And Probability ◽  
Teachers Attitudes

The inclusion of statistics and probability in the mathematics curriculum has always generated challenges to mathematics teachers of elementary schools. This article discusses activities that promote the professional development of such teachers. We present part of a doctoral research study of 16 teachers in which we discuss two case studies of teachers who planned teaching activities focusing on probabilistic simulations. Results demonstrated that the joint elaboration and discussion, within an educational space marked by collaboration, afforded teachers greater security when addressing the subject, and allowed them to develop new knowledge and ideas on teaching and learning statistics and probability. However, diverse pedagogical beliefs could drive different teachers’ attitudes in classes and influence their focus while implementing their practices. First published November 2014 at Statistics Education Research Journal Archives

scholarly journals THE DEVELOPMENT OF STATISTICAL LITERACY AT SCHOOL

2017 ◽  
Vol 16 (1) ◽  
pp. 181-201
Author(s):  
ROSEMARY CALLINGHAM ◽  
JANE M. WATSON
Keyword(s):  
Mathematics Curriculum ◽  
Statistics Education ◽  
School Students ◽  
Statistical Literacy ◽  
Middle Years ◽  
Data Set ◽  
Student Responses ◽  
Research Journal ◽  
Statistics And Probability ◽  
Different Parts

Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian mathematics curriculum. Using a new data-set of over 7000 student responses from middle-years students in different parts of Australia during the period 2007-2009, the nature of the hierarchy was confirmed. Longitudinal analysis identified how students performed across time against the hierarchy. Suggestions are made for systems and teachers about realistic expectations for middle-years students, and possible curriculum challenges. First published May 2017 at Statistics Education Research Journal Archives

EXAMINING TEACHERS’ PERCEPTIONS ABOUT IMPROVING THE TEACHING AND LEARNING OF MATHEMATICS AND STATISTICS

2018 ◽  
Vol 17 (2) ◽  
pp. 239-254
Author(s):  
ODETTE UMUGIRANEZA ◽  
SARAH BANSILAL ◽  
DELIA NORTH
Keyword(s):  
Education Research ◽  
South African ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Statistics Education ◽  
Demographic Factors ◽  
Teachers Perceptions ◽  
Statistics Education Research ◽  
Research Journal

The purpose of this paper is to examine South African teachers’ suggestions for improving the teaching and learning of mathematics and statistics, as well as exploring relationships between certain demographic factors and the number and types of strategies suggested by teachers. The study was conducted with 75 South African mathematics teachers. We asked them to respond to closed- and open-ended questions regarding their strategies and plans about how they intend to improve the teaching and learning of mathematics and statistics. The findings revealed that teachers were most concerned with improving the motivation and interest of their learners. Furthermore, there were relationships between the number and types of strategies suggested and certain factors such as attendance at workshops, and use of the curriculum. First published November 2018 at Statistics Education Research Journal Archives

INTRODUCTORY STATISTICS: PREPARING IN-SERVICE MIDDLE-LEVEL MATHEMATICS TEACHERS FOR CLASSROOM RESEARCH

2018 ◽  
Vol 17 (2) ◽  
pp. 216-238
Author(s):  
JENNIFER L. GREEN ◽  
WENDY M. SMITH ◽  
APRIL T. KERBY ◽  
ERIN E. BLANKENSHIP ◽  
KENDRA K. SCHMID ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Teacher Educators ◽  
Statistics Education ◽  
Single Case ◽  
Teaching Profession ◽  
Middle Level ◽  
Classroom Research ◽  
Single Case Design ◽  
Research Journal ◽  
Problem Solving Process

In this study, we examined how in-service middle-level mathematics teachers used statistics in their own classroom research. Using an embedded single-case design, we analyzed a purposefully selected sample of nine teachers’ classroom research papers, identifying several themes within each phase of the statistical problem solving process to summarize how teachers 1) planned studies and collected data, 2) analyzed data, and 3) interpreted results. The results illustrate the varying ways in which teachers used statistics to make data-based decisions about their classrooms, revealing teachers’ early development in their statistical thinking and suggesting that teachers’ required knowledge of statistics is multi-faceted, requiring both a pedagogical component and statistical knowledge for the teaching profession. Such findings have important implications for how we, as teacher educators, can best meet teachers’ professional needs. First published November 2018 at Statistics Education Research Journal Archives

Editorial: Research Articles Can Be Helpful to Practitioners

2010 ◽  
Vol 41 (1) ◽  
pp. 2-5
Author(s):  
Glendon W. Blume
Keyword(s):  
Professional Development ◽  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Education Research ◽  
Research Articles ◽  
Research Journal ◽  
Mathematics Coaches ◽  
Research In Mathematics Education

Because JRME is a research journal, its value to those who conduct research in mathematics education is obvious. What may not be as obvious, however, is that JRME articles also have the potential to benefit another audience, namely, mathematics education practitioners. Research articles in JRME (and those in other mathematics education research journals, as well) can offer to practitioners helpful information and a variety of tools that have the potential to be useful in their work. The variety of “practitioners” who can benefit from research articles in JRME includes those who teach mathematics at the prekindergarten through collegiate levels, teacher educators who work with prospective mathematics teachers at any of those levels, mathematics coaches or supervisors who serve as school- or district-based leaders for groups of mathematics teachers, teacher educators who engage in-service mathematics teachers in professional development, and even researchers who teach others about mathematics education research.

scholarly journals Mathematics Teachers’ Perceptions about Problem-Solving: The case of Ghana

2019 ◽  
Vol 13 ◽  
pp. 1-18
Author(s):  
Ernest Ampadu
Keyword(s):  
Professional Development ◽  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Senior High School ◽  
Cape Coast ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

Most students experience different levels of difficulties in learning mathematics. TIMSS results have shown that most students in Ghana do not perform well in higher level tasks designed to assess applications and non-routine problems. This study, therefore, aimed at examining Ghanaian Junior and Senior High School mathematics teachers problem-solving strategies and their professional development needs about problem-solving. 114 mathematics teachers from 28 Junior High School (JHS) and Senior High School (SHS) in the Cape Coast Metropolis took part in the study. Quantitative and qualitative data were collected using a semi-structured questionnaire. The results from the study show that although teachers appreciate the importance of problem-solving in improving mathematics teaching and learning, there has not been the needed problem-solving training to support teachers in this regard. The researcher, therefore, argue that despite the numerous advantages associated with problem-solving strategy of teaching and learning, continuous professional development training for teachers should be paramount in our quest for helping students develop problem solving skills. Ghanaian JHS and SHS students can be in a disadvantageous position as they compete with their peers from other countries in international comparison examinations if our teachers are not given the needed support to become proficient in the use of problem-solving strategies in the classrooms.

scholarly journals BUILDING CAPACITY FOR DEVELOPING STATISTICAL LITERACY IN A DEVELOPING COUNTRY: LESSONS LEARNED FROM AN INTERVENTION

2014 ◽  
Vol 13 (2) ◽  
pp. 15-27
Author(s):  
DELIA NORTH ◽  
IDDO GAL ◽  
TEMESGEN ZEWOTIR
Keyword(s):  
Capacity Building ◽  
Developing Country ◽  
Statistics Education ◽  
Lessons Learned ◽  
Statistical Literacy ◽  
Future Design ◽  
Grass Roots ◽  
Research Journal ◽  
Service Intervention ◽  
Teachers Attitudes

This paper aims to contribute to the emerging literature on capacity-building in statistics education by examining issues pertaining to the readiness of teachers in a developing country to teach basic statistical topics. The paper reflects on challenges and barriers to building statistics capacity at grass-roots level in a developing country, based in part on lessons learnt from the design of an in-service intervention for teachers in South Africa, and on illustrative data about teachers’ attitudes, collected as part of this intervention. The paper reflects on implications for future design of interventions, as well as on research needs that can inform future capacity-building in statistics education in developing countries. First published November 2014 at Statistics Education Research Journal Archives

scholarly journals ROLES OF TECHNOLOGY IN STUDENT LEARNING OF UNIVERSITY LEVEL BIOSTATISTICS

2014 ◽  
Vol 13 (1) ◽  
pp. 66-76
Author(s):  
WEILI XU ◽  
YUCHEN ZHANG ◽  
CHENG SU ◽  
ZHUANG CUI ◽  
XIUYING QI
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Statistics Education ◽  
Threshold Concepts ◽  
Research Journal ◽  
Technology In Teaching ◽  
University Level ◽  
Troublesome Knowledge ◽  
Improve Student Learning

This study explored threshold concepts and areas of troublesome knowledge among students enrolled in a basic biostatistics course at the university level. The main area of troublesome knowledge among students was targeted by using technology to improve student learning. A total of 102 undergraduate students who responded to structured questionnaires were included in this study. The results suggest that threshold concepts regarding “statistics” and “random sample” need to be better understood. “Confidence interval” and “hypothesis testing” were the two most frequent troublesome areas among the participants.The pedagogical role of technology in teaching and learning statistics, and the mechanisms whereby technology may improve student learning were discussed. First published May 2014 at Statistics Education Research Journal Archives

scholarly journals TEACHERS’ KNOWLEDGE ABOUT INFORMAL LINE OF BEST FIT

2015 ◽  
Vol 14 (1) ◽  
pp. 8-35
Author(s):  
STEPHANIE A. CASEY ◽  
NICHOLAS H. WASSERMAN
Keyword(s):  
Education Research ◽  
Teacher Preparation ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Statistics Education ◽  
Subject Matter Knowledge ◽  
Current Status ◽  
Research Journal ◽  
Placement Accuracy ◽  
Best Fit

The purpose of this study was to investigate teachers’ subject matter knowledge relevant to the teaching of informal line of best fit. Task-based interviews were conducted with nineteen pre-service and in-service mathematics teachers. The results include descriptions and categorizations of teachers’ conceptions, criteria for placement, accuracy of placement, and interpretation of the informal line of best fit. Implications regarding teacher preparation for the teaching of this topic, including current status and recommendations for future preparation, are discussed. First published May 2015 at Statistics Education Research Journal Archives

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