scholarly journals PRE-SERVICE MATHEMATICS TEACHERS’ USE OF PROBABILITY MODELS IN MAKING INFORMAL INFERENCES ABOUT A CHANCE GAME

2017 ◽  
Vol 16 (2) ◽  
pp. 287-304
Author(s):  
SIBEL KAZAK ◽  
DAVE PRATT
Keyword(s):  
Education Research ◽  
Theoretical Model ◽  
Computer Simulations ◽  
Mathematics Teachers ◽  
Statistics Education ◽  
Winning Strategy ◽  
Probability Models ◽  
Research Journal ◽  
Use Of Data ◽  
Statistical Inferences

This study considers probability models as tools for both making informal statistical inferences and building stronger conceptual connections between data and chance topics in teaching statistics. In this paper, we aim to explore pre-service mathematics teachers’ use of probability models for a chance game, where the sum of two dice matters in winning the game. We report on an interview with a group of three pre-service teachers as they engaged in predicting and conducting experiments and computer simulations as an attempt to develop a winning strategy. This paper focuses on how the participants came to use the theoretical model of the sum of two dice as they tried to coordinate the combinatorial analysis and the use of data as evidence in their predictions. First published November 2017 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

scholarly journals TEACHING STATISTICS: CREATING AN INTERSECTION FOR INTRA AND INTERDISCIPLINARITY

2016 ◽  
Vol 15 (2) ◽  
pp. 239-256
Author(s):  
ANNIE SAVARD ◽  
DOMINIC MANUEL
Keyword(s):  
Middle School ◽  
Education Research ◽  
Case Studies ◽  
Mathematics Teachers ◽  
Graphical Representation ◽  
Statistics Education ◽  
Middle School Mathematics ◽  
Statistical Reasoning ◽  
Mathematics Courses ◽  
Research Journal

Statistics is taught in mathematics courses in all school levels. We suggest that using rich tasks in statistics can develop statistical reasoning and create both intra and interdisciplinary links in students. In this paper, we present three case studies where middle school mathematics teachers used different tasks in lessons on pie charts. We analyzed the actions implemented/performed/attempted by teachers to support the development of statistical reasoning and the creation of intra and interdisciplinary links in their lessons. Results show that their procedural vision of statistics led them to focus more on graphical representation, neglecting aspects of statistical reasoning. Results also reveal an interdisciplinary intersection between mathematics and statistics, which may prevent the development of statistical reasoning. First published November 2016 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

CHALLENGES IN SEEING DATA AS USEFUL EVIDENCE IN MAKING PREDICTIONS ON THE PROBABILITY OF A REAL-WORLD PHENOMENON

2013 ◽  
Vol 12 (2) ◽  
pp. 71-83
Author(s):  
PER NILSSON
Keyword(s):  
Education Research ◽  
Real World ◽  
Probabilistic Reasoning ◽  
Statistics Education ◽  
Teaching Activity ◽  
Research Journal ◽  
Use Of Data ◽  
Outdoor Teaching ◽  
The Relationship ◽  
Real World Situation

This study investigates the relationship between deterministic and probabilistic reasoning when students experiment on a real-world situation involving uncertainty. Twelve students, aged eight to nine years, participated in an outdoor teaching activity that called for reflection on the growth of sunflowers within the frame of a sunflower lottery, where students were involved in the process of creating their own empirical data of the growth. However, the study shows not only that the students do not make use of data for predicting the outcome of an uncertain event, but also how this can be explained by students’ attention to deterministic features of the situation, brought to the fore within an ecology context and connected to a conceptual principle of ‘sharing’. First published November 2013 at Statistics Education Research Journal Archives

scholarly journals USE OF DATA VISUALISATION IN THE TEACHING OF STATISTICS: A NEW ZEALAND PERSPECTIVE

2014 ◽  
Vol 13 (2) ◽  
pp. 187-201
Author(s):  
SHARLEEN FORBES ◽  
JEANETTE CHAPMAN ◽  
JOHN HARRAWAY ◽  
DOUG STIRLING ◽  
CHRIS WILD
Keyword(s):  
Education Research ◽  
New Zealand ◽  
Teaching And Learning ◽  
Statistics Education ◽  
Simulation Software ◽  
Data Visualisation ◽  
Research Journal ◽  
Use Of Data ◽  
General Data ◽  
Learning Schools

For many years, students have been taught to visualise data by drawing graphs. Recently, there has been a growing trend to teach statistics, particularly statistical concepts, using interactive and dynamic visualisation tools. Free down-loadable teaching and simulation software designed specifically for schools, and more general data visualisation tools are increasingly being used in New Zealand classrooms. This paper discusses four examples: the use of GenStat for Teaching and Learning Schools and Undergraduate (GTL); Auckland University’s iNZight and VIT (Visual Inference Tools) for teaching bootstrapping and randomisation; the CAST e-books, and the use of data visualisation tools to assist learning concepts in official statistics. All these tools are publically available and several are already being used internationally. First published November 2014 at Statistics Education Research Journal Archives

Statistics Education Research Journal

2004 ◽  
Vol 4 (3) ◽  
pp. 58-58
Author(s):  
Flavia Jolliffe ◽  
Iddo Gal
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Editorial and Front Matter

2014 ◽  
Vol 13 (1) ◽  
pp. 5-6
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

First published May 2014 at Statistics Education Research Journal Archives

FORTHCOMING IASE CONFERENCES

2013 ◽  
Vol 12 (2) ◽  
pp. 84-87
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Forthcoming IASE Conferences First published November 2013 at Statistics Education Research Journal Archives

FORTHCOMING IASE CONFERENCES

2014 ◽  
Vol 13 (1) ◽  
pp. 77-79
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Forthcoming IASE Conferences First published May 2014 at Statistics Education Research Journal Archives

scholarly journals STATISTICAL LITERACY AS THE EARTH MOVES

2017 ◽  
Vol 16 (1) ◽  
pp. 31-37
Author(s):  
CHRIS J. WILD
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Human Interaction ◽  
Data Display ◽  
Statistical Literacy ◽  
Bob Dylan ◽  
Research Journal ◽  
The Earth ◽  
The Times ◽  
Seismic Forces

“The Times They Are a-Changin’” says the old Bob Dylan song. But it is not just the times that are a-changin’. For statistical literacy, the very earth is moving under our feet (apologies to Carole King). The seismic forces are (i) new forms of communication and discourse and (ii) new forms of data, data display and human interaction with data. These upheavals in the worlds of communication and data are ongoing. If anything, the pace of change is accelerating. And with it, what it means to be statistically literate is also changing. So how can we tell what is important? We will air some enduring themes and guiding principles. First published May 2017 at Statistics Education Research Journal Archives

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