AN OUTCOME-BASED STATISTICAL CAPACITY DEVELOPMENT PROGRAMME TO SUPPORT RESEARCH AT A UNIVERSITY

2020 ◽  
Vol 19 (1) ◽  
pp. 181-193
Author(s):  
ENRIQUETA D. RESTON ◽  
ELMER S. POLIQUIT
Keyword(s):  
Statistical Methods ◽  
Teaching And Learning ◽  
Statistics Education ◽  
Private University ◽  
The Philippines ◽  
Research Journal ◽  
Statistical Consulting ◽  
Effective Teaching And Learning ◽  
Phase Evaluation ◽  
Support Research

This paper addresses a critical component of the infrastructure necessary for professional development toward more effective teaching and learning of research and statistical methods. In particular, an interdisciplinary in-service model is proposed, which has the potential to better prepare educators to address institution-specific needs amidst dwindling resources. In particular, we present an outcome-based model for developing statistical capacity in research in response to the need for training statisticians in the academia. The aim of the programme was to equip selected faculty with the competencies needed to provide various forms of statistical support services in line with the research, extension, and publication mandate of a large private university in the Philippines. The programme was administered in three phases: (1) training phase, (2) statistical consulting and mentoring phase, and (3) “cascading or extension” phase. Evaluation of the outcome involves participants’ demonstration of learning in various statistical methods through serving as resource persons during the cascading activity and the documentation of the statistical consulting experiences made during the programme. First published February 2020 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 PUBLISHING IN SERJ: AN ANALYSIS OF PAPERS FROM 2002–2009

2011 ◽  
Vol 10 (2) ◽  
pp. 5-26
Author(s):  
ANDREW ZIEFFLER ◽  
JOAN GARFIELD ◽  
ROBERT C. DELMAS ◽  
LAURA LE ◽  
REBEKAH ISAAK ◽  
...  
Keyword(s):  
Education Research ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Statistics Education ◽  
Publishing Research ◽  
Future Research ◽  
High Quality ◽  
Future Directions ◽  
Statistics Education Research ◽  
Research Journal

SERJ has provided a high quality professional publication venue for researchers in statistics education for close to a decade. This paper presents a review of the articles published to explore what they suggest about the field of statistics education, the researchers, the questions addressed, and the growing knowledge base on teaching and learning statistics. We present a detailed analysis of these articles in order to address the following questions: What is being published and why, who is publishing research in SERJ, how is the research being carried out, and what do the results suggest about future research? Implications for future directions in statistics education research are suggested. First published November 2011 at Statistics Education 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 INTERPRETATION OF STATISTICAL DATA: THE IMPORTANCE OF AFFECTIVE EXPRESSIONS

2017 ◽  
Vol 16 (1) ◽  
pp. 163-180
Author(s):  
TAMIRES QUEIROZ ◽  
CARLOS MONTEIRO ◽  
LILIANE CARVALHO ◽  
KAREN FRANÇOIS
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Statistical Data ◽  
Statistics Education ◽  
Affective Expression ◽  
Research Journal ◽  
Professional Careers ◽  
Complex Process ◽  
Research On Teaching ◽  
Affective Expressions

In recent years, research on teaching and learning of statistics emphasized that the interpretation of data is a complex process that involves cognitive and technical aspects. However, it is a human activity that involves also contextual and affective aspects. This view is in line with research on affectivity and cognition. While the affective aspects are recognized as important for the interpretation of data, they were not sufficiently discussed in the literature. This paper examines topics from an empirical study that investigates the influence of affective expression during the interpretation of statistical data by final-year undergraduate students of statistics and pedagogy. These two university courses have different curricular components, which are related to specific goals in the future professional careers of the students. The results suggest that despite differing academic backgrounds in both groups, the participants’ affective expressions were the most frequent type of category used during the interpretation of research assignments. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals SITUATING QUALITATIVE MODES OF INQUIRY WITHIN THE DISCIPLINE OF STATISTICS EDUCATION RESEARCH

2010 ◽  
Vol 9 (2) ◽  
pp. 7-21
Author(s):  
RANDALL E. GROTH
Keyword(s):  
Education Research ◽  
Qualitative Methods ◽  
Teaching And Learning ◽  
Statistics Education ◽  
Policy Documents ◽  
Statistics Education Research ◽  
Research Journal ◽  
Scholarly Discourse ◽  
Recent Policy ◽  
The U.S

Qualitative methods have become common in statistics education research, but questions linger about their role in scholarship. Currently, influential policy documents lend credence to the notion that qualitative methods are inherently inferior to quantitative ones. In this paper, several of the questions about qualitative research raised in recent policy documents in the U.S. are examined. Each question is addressed by drawing upon examples from existing statistics education research. The examples illustrate that qualitative methods can be used profitably to study statistical teaching and learning, and that in some cases qualitative methods are preferable to quantitative ones. By using the examples presented, qualitative researchers in statistics education can begin to more strongly situate their work within scholarly discourse about empirical research. First published November 2010 at Statistics Education Research Journal: Archives

scholarly journals STATISTICS EDUCATION RESEARCH IN MALAYSIA AND THE PHILIPPINES: A COMPARATIVE ANALYSIS

2014 ◽  
Vol 13 (2) ◽  
pp. 218-231
Author(s):  
ENRIQUETA RESTON ◽  
SARAS KRISHNAN ◽  
NORAINI IDRIS
Keyword(s):  
Education Research ◽  
Comparative Analysis ◽  
Teaching Practice ◽  
Statistics Education ◽  
The Philippines ◽  
Statistics Education Research ◽  
Research Areas ◽  
Research Journal ◽  
Integration Of Technology ◽  
Teachers Professional Development

This paper presents a comparative analysis of statistics education research in Malaysia and the Philippines by modes of dissemination, research areas, and trends. An electronic search for published research papers in the area of statistics education from 2000–2012 yielded 20 for Malaysia and 19 for the Philippines. Analysis of these papers showed that most were primarily empirical research published in national refereed journals or in conference proceedings. Statistics education research in Malaysia has focused on integration of technology and on affective aspects of statistics learning. In the Philippines, studies have investigated university-level statistics pedagogy, statistics academic programs and teachers’ professional development. Implications for future statistics education research and teaching practice in these two countries are identified. First published November 2014 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

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 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 LEARNING TO USE STATISTICS IN RESEARCH: A CASE STUDY OF LEARNING IN A UNIVERSITY-BASED STATISTICAL CONSULTING CENTRE

2010 ◽  
Vol 9 (2) ◽  
pp. 35-49
Author(s):  
MICHELLE K. MCGINN
Keyword(s):  
Statistics Education ◽  
Qualitative Case Study ◽  
Social Dimensions ◽  
Research Journal ◽  
Statistical Consulting ◽  
Naturally Occurring ◽  
Dimensions Of Learning ◽  
The University

This paper presents a qualitative case study of statistical practice in a university-based statistical consulting centre. Naturally occurring conversations and activities in the consulting sessions provided opportunities to observe questions, problems, and decisions related to selecting, using, and reporting statistics and statistical techniques in research. The consulting sessions provided simultaneous opportunities for consultants and clients to learn about using statistics in research. Consistent with contemporary theories that emphasize social dimensions of learning, major themes relate to (a) types of clients and consulting interactions, (b) disciplinary and statistical expertise, and (c) the role of material objects and representations. Evidence shows that consultants and clients learned during the consulting sessions and that the statistical consulting centre contributed positively to teaching and research at the university. First published November 2010 at Statistics Education Research Journal: Archives

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