THE CONTEXTUALIZED SITUATIONS CONSTRUCTED FOR THE USE OF STATISTICS BY SCHOOL MATHEMATICS TEXTBOOKS

2019 ◽  
Vol 18 (2) ◽  
pp. 18-38
Author(s):  
TRAVIS WEILAND
Keyword(s):  
Teaching And Learning ◽  
Statistics Education ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Statistical Literacy ◽  
Mathematics Textbook ◽  
Research Journal ◽  
Textbook Series ◽  
Novel Approach

The consideration of context is crucial in the discipline of statistics. In this paper, I present a Foucauldian discourse analysis (FDA) of two popular high school mathematics textbook series in the United States investigating what contextual situations they construct for the (re)use of statistics. As FDA is a novel approach in statistics education,an extended discussion is provided to help show a rationale for its use and to provide a foundation for others. An important finding is that the contextualized situations presented in both textbook series are predominantly fictional, neutral, and providelimited raw data. The findings have implications for the teaching and learning of statistics in view ofrecent calls for more focus on data and statistical literacy in schools. First published November 2019 at Statistics Eduation Research Journal Archives

scholarly journals STATISTICS GRADUATE TEACHING ASSISTANTS’ BELIEFS, PRACTICES AND PREPARATION FOR TEACHING INTRODUCTORY STATISTICS

2017 ◽  
Vol 16 (1) ◽  
pp. 294-319
Author(s):  
NICOLA JUSTICE ◽  
ANDREW ZIEFFLER ◽  
JOAN GARFIELD
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Assistants ◽  
Statistics Education ◽  
The United States ◽  
Graduate Teaching Assistants ◽  
Pedagogical Practices ◽  
Introductory Statistics ◽  
Graduate Teaching ◽  
Research Journal

Graduate teaching assistants (GTAs) are responsible for the instruction of many statistics courses offered at the university level, yet little is known about these students’ preparation for teaching, their beliefs about how introductory statistics should be taught, or the pedagogical practices of the courses they teach. An online survey to examine these characteristics was developed and administered as part of an NSF-funded project. The results, based on responses from 213 GTAs representing 38 Ph.D.–granting statistics departments in the United States, suggest that many GTAs have not experienced the types of professional development related to teaching supported in the literature. Evidence was also found to suggest that, in general, GTAs teach in ways that are not aligned with their own beliefs. Furthermore, their teaching practices are not aligned with professionally-endorsed recommendations for teaching and learning statistics. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals JAPANESE AND THAI SENIOR HIGH SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF VARIABILITY

2018 ◽  
Vol 17 (2) ◽  
pp. 196-215
Author(s):  
MASAMI ISODA ◽  
SOMCHAI CHITMUN ◽  
ORLANDO GONZALEZ
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Statistics Education ◽  
Research Literature ◽  
Senior High School ◽  
School Mathematics ◽  
Survey Study ◽  
High School Mathematics ◽  
Research Journal ◽  
High School Mathematics Teachers

In this article, the conceptions of variability held by samples of Japanese and Thai senior high school mathematics teachers were identified, based on the framework proposed by Shaughnessy (2007), using a comparative survey study. From contrasting the results of the two groups, relative tendencies of insufficient statistical knowledge for variability were found in both samples, such as a tendency of Japanese teachers to overgeneralize equiprobability, whereas Thai teachers tended to overgeneralize estimation. Based on these findings, the use of well-known tasks from the research literature for this comparative study seems useful to clarify the relative tendencies and insufficiencies in teacher knowledge and  conceptions regarding variability held by both groups. First published November 2018 at Statistics Education Research Journal Archives

scholarly journals A FLIPPED CLASSROOM MODEL FOR A BIOSTATISTICS SHORT COURSE

2017 ◽  
Vol 16 (2) ◽  
pp. 441-453
Author(s):  
JACQUELINE E. MCLAUGHLIN ◽  
ISABELL KANG
Keyword(s):  
Flipped Classroom ◽  
Statistics Education ◽  
Doctoral Degree ◽  
The United States ◽  
Statistical Literacy ◽  
Pedagogical Strategies ◽  
Student Preparation ◽  
Research Journal ◽  
Short Course ◽  
Selection Of

Effective pedagogical strategies are needed to improve statistical literacy within health sciences education. This paper describes the design, implementation, and evaluation of a highly interactive two-week biostatistics short course using the flipped classroom model in the United States. The course was required for all students at the start of a doctoral degree program with the goal of standardizing student preparation, contextualizing biostatistics to healthcare, and identifying students needing additional help. We focused on basic concepts and methods, their application to healthcare, selection of statistical procedures, and results interpretation. Data indicate that students were actively engaged, perceived the course as useful, and experienced learning gains. After the course, students indicated that they better understood the relevance and applicability of biostatistics and were motivated to learn more. First published November 2017 at Statistics Education Research Journal Archives

scholarly journals STATISTICAL LITERACY: DEVELOPING A YOUTH AND ADULT EDUCATION STATISTICAL PROJECT

2014 ◽  
Vol 13 (2) ◽  
pp. 164-176
Author(s):  
KELI CRISTINA CONTI ◽  
DIONE LUCCHESI DE CARVALHO
Keyword(s):  
Elementary School ◽  
Education Research ◽  
Adult Education ◽  
Education Program ◽  
Teaching And Learning ◽  
Statistics Education ◽  
Statistical Literacy ◽  
Research Project ◽  
Statistics Education Research ◽  
Research Journal

This article focuses on the notion of literacy – general and statistical – in the analysis of data from a fieldwork research project carried out as part of a master’s degree that investigated the teaching and learning of statistics in adult education mathematics classes. We describe the statistical context of the project that involved the development of a questionnaire, the organization of the resulting information into tables, and the preparation of posters summarizing the results. The project was carried out with 7th-grade students, ages from 16 to 43, in a public state elementary school as part of the Youth and Adult Education program (Educação de Jovens e Adultos - EJA), located on the outskirts of Campinas, State of São Paulo, Brazil. First published November 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

MORE THAN JUST NUMBERS: CHALLENGES FOR PROFESSIONAL STATISTICIANS

2017 ◽  
Vol 16 (2) ◽  
pp. 362-375
Author(s):  
CLAIRE CAMERON ◽  
ELLA IOSUA ◽  
MATTHEW PARRY ◽  
ROSALINA RICHARDS ◽  
CHRYSTAL JAYE
Keyword(s):  
Education Research ◽  
New Zealand ◽  
Communication Skills ◽  
Statistics Education ◽  
Statistical Literacy ◽  
Workforce Shortage ◽  
Research Journal ◽  
Qualitative Survey ◽  
The People ◽  
The Future

This paper describes a qualitative survey of professional statisticians carried out in New Zealand in 2014. The aim of the study was to find out if the issues this group faced were consistent with those identified in the literature. The issues identified were integrity, legitimacy, isolation, workforce shortage, communication, and marginalisation. They represent points of frustration for statisticians that may impact on the future of the profession as it responds to increasing demands and higher expectations. We found that these issues resonated for many of the statisticians included in our study and we have discussed a number of strategies to address them. They include raising our profile, attracting a broader range of people to the profession, increasing our communication skills, raising the statistical literacy of the people we work with, and a commitment to making it easy to engage with our colleagues. First published November 2017 at Statistics Education Research Journal Archives

ASSESSING STATISTICAL LITERACY AND STATISTICAL REASONING: THE REALI INSTRUMENT

2018 ◽  
Vol 17 (2) ◽  
pp. 141-160
Author(s):  
ANELISE SABBAG ◽  
JOAN GARFIELD ◽  
ANDREW ZIEFFLER
Keyword(s):  
Development Process ◽  
Statistics Education ◽  
Field Testing ◽  
Measurement Model ◽  
Learning Goals ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Expert Review ◽  
Research Journal ◽  
The Relationship

Statistical literacy and statistical reasoning are important learning goals that instructors aim to develop in statistics students. However, there is a lack of clarity regarding the relationship among these learning goals and to what extent they overlap. The REasoning and Literacy Instrument (REALI) was designed to concurrently measure statistical literacy and reasoning. This paper reports the development process of the REALI assessment, which included test blueprint, expert review, item categorization, pilot and field testing, and data analysis to identify what measurement model best represents the constructs of statistical literacy and reasoning given the criteria of fit and parsimony. The results suggested that statistical literacy and reasoning can be measured effectively by the REALI assessment with high score precision. First published November 2018 at Statistics Education Research Journal Archives

Leveraging Asynchronous Online Instruction to Develop Elementary School Mathematics Teacher-Leaders

2015 ◽  
pp. 78-99
Author(s):  
Drew Polly
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Teacher Leaders ◽  
Graduate Program ◽  
School Teacher ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

This chapter describes how the author leveraged asynchronous online instruction to develop elementary school teacher-leaders' knowledge of elementary school mathematics content and pedagogies in a graduate program in the United States. This chapter provides the theoretical framework of learner-centered professional development and explains how the six courses in the program embody the framework and support teachers' development of knowledge and skills related to mathematics teaching and learning. This chapter also shares the findings of a study that evaluated teacher-leaders performance on five student-learning outcomes in the program as well as feedback on course evaluations and end-of-program surveys. Data analysis indicated that every teacher-leader demonstrated proficiency on each student-learning outcome. Implications for the design of asynchronous online programs are also shared.

Connecting Research to Teaching: Block Scheduling and High School Mathematics Instruction

1996 ◽  
Vol 89 (9) ◽  
pp. 758-768
Author(s):  
Steven L. Kramer
Keyword(s):  
United States ◽  
High School ◽  
British Columbia ◽  
High Schools ◽  
Block Scheduling ◽  
Mathematics Instruction ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Block Schedules

Block scheduling is not a new phenomenon. It has been widely used in British Columbia, Ontario, and Alberta since the 1970s. In the United States, block schedules have become increasingly popular throughout the 1990s, and currently they are spreading to high schools in many regions.

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