Improving the teaching and learning of statistics

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-09-23 DOI:10.1016/j.learninstruc.2024.102018

Robert C. Schoen , Christopher Rhoads , Alexandra Perez , Tim Jacobbe , Lanrong Li

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引用次数: 0

Abstract

Background

Statistical literacy is more important now than ever. Mathematics teachers are often expected to teach statistics, but statistics and mathematics differ in important ways. The mathematics teaching workforce needs more opportunities to learn statistics and how to teach it accurately and effectively.

Aims

This study was designed to estimate the effects of an intervention. The intervention consisted of a combination of an inquiry-oriented curriculum replacement unit and teacher learning opportunities in statistics and probability. Primary outcomes of interest were instructional practice and student understanding of statistics and probability.

Sample

The study sample included seventh-grade teachers and their students (age 13) in a single, urban school district in the southeastern United States. There were 74 classrooms represented in the analytic sample for the instructional outcome and 2,283 students in the analytic sample for the student outcome.

Methods

Schools were randomly assigned to the treatment or control conditions with equal probability of assignment to condition. Treatment-condition teachers participated in four days of professional learning workshops focused on teaching a 20-day curriculum unit. The Instructional Quality Assessment was used to measure instructional practice. The Levels of Conceptual Understanding in Statistics assessment instrument was used to measure student learning outcomes. Data analysis used hierarchical linear modeling.

Results

Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found.

Conclusions

The study results indicate that the inquiry-oriented lessons in the curriculum—with the support of teacher-learning opportunities—can improve instruction and increase student learning in statistics.

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改进统计教学

背景统计素养现在比以往任何时候都更加重要。数学教师通常被期望教授统计学，但统计学和数学在许多方面存在重要差异。数学教师队伍需要更多的机会来学习统计学以及如何准确有效地教授统计学。干预措施包括以探究为导向的课程替换单元和教师在统计与概率方面的学习机会。研究样本包括美国东南部一个城市学区的七年级教师及其学生（13 岁）。在教学结果的分析样本中有 74 个教室，在学生结果的分析样本中有 2283 名学生。方法学校被随机分配到治疗条件或对照条件，分配到条件的概率相同。治疗条件下的教师参加了为期四天的专业学习研讨会，重点是教授一个为期 20 天的课程单元。教学质量评估用于衡量教学实践。统计概念理解水平评估工具用于衡量学生的学习成果。研究结果表明，在教师学习机会的支持下，课程中以探究为导向的课程可以改善教学，提高学生对统计学的学习效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.