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BL
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| Record Number
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860070
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| Title & Author
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Topics and trends in current statistics education research : : international perspectives /\ editors, Gail Burrill, Dani Ben-Zvi.
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| Publication Statement
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Cham, Switzerland :: Springer,, [2019]
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, ©2019
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| Series Statement
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ICME-13 Monographs
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| Page. NO
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1 online resource
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| ISBN
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3030034720
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: 3030034739
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: 9783030034726
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: 9783030034733
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3030034712
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9783030034719
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Intro; Foreword; Contents; Contributors; Introduction; Background; ICME-13 Topic Study Group 15: Teaching and Learning of Statistics; Student Understanding; Teaching for Understanding; Teachers' Knowledge (Preservice and Inservice); Teachers' Perspectives; Statistics Curriculum; Looking Forward: The International Perspective; References; Student Understanding; 1 Visualizing Chance: Tackling Conditional Probability Misconceptions; 1.1 Introduction; 1.2 Background Literature; 1.2.1 Frequency Formats; 1.2.2 Visualizations; 1.2.3 Visualizations forBayesian-Type Problems
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1.2.4 The Role ofTechnology1.2.5 Previous Related Work; 1.3 Method; 1.3.1 Participants, Data Collection andAnalysis; 1.3.2 The Task andTool; 1.4 Findings; 1.4.1 Student Interaction withtheTask andTool; 1.4.2 Student Reflections ontheTask andTool; 1.5 Discussion; Appendix: Some oftheDiabetes Task Questions; References; 2 Students' Development ofMeasures; 2.1 Introduction: Concept Development asaFocus forResearch; 2.2 Theoretical Background; 2.2.1 The Situativity ofKnowledge; 2.2.2 Functions ofMeasures; 2.2.3 AConceptualization ofMeasure; 2.2.4 The Development ofMeasures
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2.2.5 Research Questions2.3 Research Design; 2.3.1 Topic-Specific Didactical Design Research asFramework; 2.3.2 Design Principles; 2.3.3 Task Design; 2.4 Empirical Results; 2.4.1 The Case ofMaria andNatalie; 2.4.2 The Case ofQuanna andRebecca; 2.5 Conclusion; 2.5.1 The Development ofMeasures; 2.5.2 Supporting Mathematizing Activities; 2.5.3 Limitations andOutlook; References; 3 Students Reasoning About Variation inRisk Context; 3.1 Introduction; 3.2 Background; 3.3 Conceptual Framework; 3.3.1 Uncertainty andDecision Making; 3.3.2 Tasks inRisk Context; 3.4 Method; 3.4.1 Participants
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3.4.2 Questionnaire3.4.3 Analysis Procedures; 3.5 Results; 3.5.1 Problem 1: Levels ofReasoning; 3.5.2 Problem 2: Reasoning Levels; 3.6 Discussion; 3.7 Conclusion, Limitations andImplications; References; 4 Students' Aggregate Reasoning withCovariation; 4.1 Introduction; 4.2 Literature Review; 4.2.1 Informal Statistical Inference (ISI); 4.2.2 Reasoning withCovariation; 4.2.3 Aggregate Reasoning; 4.2.4 Reasoning withVariability; 4.2.5 Statistical Models andModelling; 4.2.6 Task Design; 4.3 Research Question; 4.4 Method; 4.4.1 The Setting; 4.4.2 The Participants
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4.4.3 Data Collection andAnalysis4.5 Results; 4.5.1 Initial Aggregate Reasoning withCovariation (Pre-test); 4.5.2 Aspect 1: APointwise-Based Covariation Model; 4.5.3 Aspect 2: AnArea-Based Covariation Model; 4.5.4 Aspect 3: ACluster-Based Covariation Model; 4.5.5 Aspect 4: Conditional Distribution Model ofCovariation; 4.5.6 Articulations ofAggregate Reasoning withCovariation (Post-test); 4.6 Discussion; 4.6.1 Aggregate Reasoning withCovariation; 4.6.2 Theoretical Implications; 4.6.3 Pedagogical Implications; 4.6.4 Limitations; 4.7 Conclusions; References; Teaching for Understanding
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| Abstract
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This book focuses on international research in statistics education, providing a solid understanding of the challenges in learning statistics. It presents the teaching and learning of statistics in various contexts, including designed settings for young children, students in formal schooling, tertiary level students, and teacher professional development. The book describes research on what to teach and platforms for delivering content (curriculum), strategies on how to teach for deep understanding, and includes several chapters on developing conceptual understanding (pedagogy and technology), teacher knowledge and beliefs, and the challenges teachers and students face when they solve statistical problems (reasoning and thinking). This new research in the field offers critical insights for college instructors, classroom teachers, curriculum designers, researchers in mathematics and statistics education as well as policy makers and newcomers to the field of statistics education. Statistics has become one of the key areas of study in the modern world of information and big data. The dramatic increase in demand for learning statistics in all disciplines is accompanied by tremendous growth in research in statistics education. Increasingly, countries are teaching more quantitative reasoning and statistics at lower and lower grade levels within mathematics, science and across many content areas. Research has revealed the many challenges in helping learners develop statistical literacy, reasoning, and thinking, and new curricula and technology tools show promise in facilitating the achievement of these desired outcomes.
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| Subject
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Mathematical statistics-- Study and teaching, Cross-cultural studies.
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Mathematical statistics-- Study and teaching.
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Statistics-- Study and teaching, Cross-cultural studies.
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| Subject
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Statistics-- Study and teaching.
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Mathematical statistics-- Study and teaching.
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MATHEMATICS-- Applied.
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| Subject
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MATHEMATICS-- Probability Statistics-- General.
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| Subject
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Statistics-- Study and teaching.
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| Dewey Classification
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519.5071
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| LC Classification
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QA276.18
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| Added Entry
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Ben-Zvi, Dani
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Burrill, Gail
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