Not Just An Average Unit

1990 ◽  
Vol 38 (4) ◽  
pp. 54-58
Author(s):  
Sandra Paull
Keyword(s):  
Mathematics Education ◽  
Pilot Study ◽  
Statistics Education ◽  
Fifth Graders ◽  
Data Gathering ◽  
Northwestern University ◽  
Average Unit ◽  
Funded Project ◽  
Education Courses ◽  
Do So

In the fall of 1986 a colleague who teaches adult mathematics education courses presented me with a challenge. She asked me if I would like to collaborate in developing and teaching an interdisciplinary statistics unit to my class of fourth and fifth graders. The interest was prompted by her involvement in the project A Pilot Study on Cross-Discipline Statistics Education, an NSF-funded project under the direction of Robert F. Boruch of Northwestern University. Because my class was self-contained, the prospect of making the unit interdisciplinary was exciting. However, the thought of teaching stati tics was somewhat intimidating. In previous years I had taught some lessons on data gathering, graphing, and finding averages but had never combined these skills in a meaningful way. Thi collaboration cemed a wonderful opportunity to do so, and I accepted the cha llenge.

scholarly journals Statistical modeling processes through the lens of instrumental genesis

2021 ◽  
Author(s):  
Marianne van Dijke-Droogers ◽  
Paul Drijvers ◽  
Arthur Bakker
Keyword(s):  
Mathematics Education ◽  
Statistical Modeling ◽  
Conceptual Understanding ◽  
Digital Technology ◽  
Statistics Education ◽  
Modeling Processes ◽  
Digital Environment ◽  
Instrumental Genesis ◽  
Digital Tool ◽  
Conceptual Shift

AbstractDigital technology is indispensable for doing and learning statistics. When technology is used in mathematics education, the learning of concepts and the development of techniques for using a digital tool are known to intertwine. So far, this intertwinement of techniques and conceptual understanding, known as instrumental genesis, has received little attention in research on technology-supported statistics education. This study focuses on instrumental genesis for statistical modeling, investigating students’ modeling processes in a digital environment called TinkerPlots. In particular, we analyzed how emerging techniques and conceptual understanding intertwined in the instrumentation schemes that 28 students (aged 14–15) develop. We identified six common instrumentation schemes and observed a two-directional intertwining of emerging techniques and conceptual understanding. Techniques for using TinkerPlots helped students to reveal context-independent patterns that fostered a conceptual shift from a model of to a model for. Vice versa, students’ conceptual understanding led to the exploration of more sophisticated digital techniques. We recommend researchers, educators, designers, and teachers involved in statistics education using digital technology to attentively consider this two-directional intertwined relationship.

scholarly journals Matemáticas para la Ingeniería de Sistemas [Mathematics for systems engineering]

2014 ◽  
Author(s):  
Iván Mauricio Argote ◽  
Robinson Andrés Jiménez
Keyword(s):  
Mathematics Education ◽  
Systems Engineering ◽  
Specific Area ◽  
Reconstruction Process ◽  
Second Stage ◽  
Engineering Program ◽  
Third Stage ◽  
Three Stages ◽  
Education Courses ◽  
Current Curriculum

Resumen La investigación tiene como propósito la restructuración de la malla curricular del Programa de Ingeniería de Sistemas, de la Universidad Mariana, respecto al área de matemática y su aporte al desarrollo de competencias del respectivo currículo. El proceso de reconstrucción del plan de estudios se llevó a cabo en tres etapas. La primera etapa presenta la identificación de los contenidos curriculares de los cursos de educación matemática del currículo vigente que son pertinentes y esenciales a la formación del Ingeniero de Sistemas. La segunda etapa determina los contenidos que no están presentes en el actual plan de estudios y que deben ser incorporados en los cursos de educación matemática para desarrollar el pensamiento lógico - matemático del Ingeniero de Sistemas. La tercera etapa rediseña los cursos del programa de educación matemática para que sean pertinentes y esenciales, con el área específica del programa de Ingeniería de Sistemas. Palabras Claves: Currículo, Matemática, Ingeniería de Sistemas, Pertinencia, Modelación.   Abstract The research has the purpose of restructuring the curriculum of the Systems Engineering Program, University of Mariana, respect to the area of mathematics and its contribution to the development of the skills of the respective curriculum. The reconstruction process of the curriculum took place in three stages. The first stage presented the identification of the curricula of mathematics education courses current curriculum that are relevant and material to the formation of Systems Engineer. The second stage determines the contents that are not present in the current curriculum and should be incorporated into mathematics education courses to develop logical thinking - Mathematical Systems Engineer. The third stage redesign courses mathematics education program to be relevant and material, with the specific area of Systems Engineering program. Keywords: Curriculum, Mathematics, Systems Engineering, Relevance, Modeling.

Gender Stereotypes and Gender Preferences in American Politics

2011 ◽  
Author(s):  
Kira Sanbonmatsu ◽  
Kathleen Dolan
Keyword(s):  
Pilot Study ◽  
Gender Stereotypes ◽  
Gender Issues ◽  
Gender Attitudes ◽  
Political Involvement ◽  
Gender Preferences ◽  
Women Candidates ◽  
The Public ◽  
And Gender ◽  
Do So

This chapter analyzes a series of questions related to citizen's attitudes about gender issues. These items are included in the 2006 Pilot Study. The examination of gender stereotypes suggests that many people see few differences in the traits and abilities of women and men, but that those who do perceive differences tend to do so in predictable ways. These new items also demonstrate that gender stereotypes transcend party, although gender and party interact in meaningful ways in some circumstances. The examination of voters' gender preferences for elected officials reveal the importance (or lack thereof) of descriptive representation to voters and the potential for women candidates to mobilize women in the public to greater political involvement. Finally, the analysis of these new items clearly indicates that while they are related to other gender attitudes, gender stereotypes and gender preferences are distinct attitudes held by voters.

Differential Effects of Worry and Imagery After Exposure to a Stressful Stimulus: A Pilot Study

1995 ◽  
Vol 23 (1) ◽  
pp. 45-56 ◽  
Author(s):  
Gillian Butler ◽  
Adrian Wells ◽  
Hilary Dewick
Keyword(s):  
Pilot Study ◽  
Emotional Processing ◽  
Long Term Effects ◽  
Short Term ◽  
Differential Effects ◽  
Short And Long Term ◽  
Intrusive Cognitions ◽  
Stressful Stimulus ◽  
Do So

Imagery appears to be associated with higher levels of anxiety than does worry. Borkovec has argued that worry could be a way of avoiding distressing imagery and the associated affect. Thus worry could suppress emotional activation, interfere with emotional processing, and contribute to the maintenance of anxiety. This hypothesis suggests that short and long-term effects of worrying after experiencing a distressing stimulus should differ from the effects of engaging in imagery. In the short term, imagery should maintain anxiety while worry should not do so, or should do so less. In the longer term, worry should be a less successful way of reducing anxiety associated with the stimulus than imagery, and should be followed by a greater number of intrusive cognitions (indicating the relative failure of emotional processing). These predictions were tested by asking subjects to worry, engage in imagery or “settle down” after watching a distressing video. The results were broadly consistent with the hypothesis. Other interpretations are also considered.

scholarly journals ELEMENTARY PRESERVICE TEACHERS' REASONING ABOUT MODELING A “FAMILY FACTORY” WITH TINKERPLOTS – A PILOT STUDY

2017 ◽  
Vol 16 (2) ◽  
pp. 244-286
Author(s):  
ROLF BIEHLER ◽  
DANIEL FRISCHEMEIER ◽  
SUSANNE PODWORNY
Keyword(s):  
Preservice Teachers ◽  
Education Research ◽  
Pilot Study ◽  
Statistics Education ◽  
University Education ◽  
Statistics Education Research ◽  
Research Journal ◽  
Elementary Preservice Teachers ◽  
Set Up

Connecting data and chance is fundamental in statistics curricula. The use of software like TinkerPlots can bridge both worlds because the TinkerPlots Sampler supports learners in expressive modeling. We conducted a study with elementary preservice teachers with a basic university education in statistics. They were asked to set up and evaluate their own models with TinkerPlots by using a real and open dataset they were given. In this article we present students’ processes of setting up and evaluating their models and focus on their reasoning during this process. First published November 2017 at Statistics Education Research Journal Archives

scholarly journals Acreditación de competencias de los orientadores profesionales en contextos no escolares: El Proyecto Europeo EAS (European Accreditation Scheme)

2014 ◽  
Vol 20 (3) ◽  
pp. 225
Author(s):  
Elvira Repetto Talavera ◽  
Mª José Mudarra Sánchez ◽  
Nuria Manzano Soto ◽  
Maite Uribarri González ◽  
Consuelo Vélaz de Medrano Ureta
Keyword(s):  
Pilot Study ◽  
Da Vinci ◽  
Descriptive Analysis ◽  
School Context ◽  
Data Gathering ◽  
Leonardo Da Vinci ◽  
Accreditation System ◽  
Online Questionnaire ◽  
Common System ◽  
Different Sources

RESUMENEl proyecto europeo EAS financiado por el Programa Leonardo da Vinci diseña y valida un sistema europeo de acreditación en competencias para profesionales de la orientación en contextos no escolares. En él se definen los siguientes objetivos: 1) Revisar los sistemas de acreditación de los orientadores europeos, 2) Desarrollar un listado de competencias que conforman un sistema de acreditación en 17 países europeos, 3) Realizar un estudio piloto con 350 orientadores y 4) Elaborar el Manual Explicativo del sistema de acreditación propuesto. Para ello, se sigue una metodología cualitativa y cuantitativa y se utilizaran diversas fuentes de recogida de datos. Las conclusiones señalan la existencia de una necesidad real y pertinencia de los sistemas de acreditación a nivel europeo.ABSTRACTThe European project EAS has been financed by the Leonardo da Vinci program with the aim of developing and validating an European frame of basic professional standards —a common accreditation system— for those working as career practitioners outside the school context. Four phases along two years were necessary, with the following objectives: 1) Revision of the existing systems of accreditation for guidance practitioners, 2) Development of a list and a system of accreditation of competencies for guidance practitioners, 3) Pilot study through 350 practitioners in 17 European countries, and 4) Development of the Users Manual for the accreditation system obtained. A mixed methodology (qualitative and quantitative), different sources of data gathering (online questionnaire, personal surveys and review of documentation) and several samples were used for the pilot study. For the descriptive analysis, an intended sampled was chosen.The results obtained are a common system of competencies accreditation for guidance practitioners and a user’s manual. Conclusions point the existence of a real need for such accreditation systems and the contribution of this proposal to fill the gap for this type of tools.

Engaging in Virtual Collaborative Writing

2010 ◽  
pp. 65-87 ◽  
Author(s):  
Patti G. Wojahn ◽  
Kristin A. Blicharz ◽  
Stephanie K. Taylor
Keyword(s):  
Pilot Study ◽  
Collaborative Writing ◽  
Small Pilot Study ◽  
Writing Project ◽  
Collaborative Processes ◽  
Group Satisfaction ◽  
Common Goals ◽  
Virtual Project ◽  
Survey Responses ◽  
Do So

In this chapter, the authors discuss factors useful for virtual collaborators to consider when initiating a new writing project. They identify the importance of and challenges common to getting to know others through virtual means. They then address issues associated with establishing expectations and protocols for the collaborative processes to be used for a given project. They do so by drawing from the literature on and their own experiences with virtual collaborative writing, as well as from communication logs and survey responses gathered from a small pilot study conducted in 2007. This pilot study focused on behavior and perceptions related to multiple types of communicative tools for interacting in daily workplace practice. They argue that behaviors, perceptions, expectations, and previous practice can all inform rules of engagement that can benefit teams working in virtual contexts. Time spent planning for the collaboration by defining common goals, rules, and guidelines in early stages of a virtual project can improve the collaborative experience: subsequent efficiency; role, task, and deadline delineations; and group satisfaction.

Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education

2014 ◽  
pp. 108-127 ◽  
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Blended Learning ◽  
Educational Development ◽  
Data Gathering ◽  
Sub Saharan Africa ◽  
Educational Institutions ◽  
Learning Methods ◽  
Developed Country ◽  
Sub Saharan ◽  
The Impact ◽  
Education Courses

In recent years, the use of the Blended Learning (BL) methods has experienced worldwide uptake and is responsible for enormous changes, not only in developed country education, but in developing country education, particularly sub-Saharan Africa. Given the role that blended learning can play in educational development, educational institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs a questionnaire for data gathering and results are analysed quantitatively. The findings reveal a significant improvement in the use of blended learning methods to achieve effective academic performance in students. The impact of blended learning in the educational sector is thus evidenced in the changing instructional pedagogies that lead to more interactive learning processes.

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