Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite最新文献

{"title":"Reproduce duchamp to recreate and rebuild the wood engineering education","authors":"Carlos Oliveira de Matos","doi":"10.52041/srap.15701","DOIUrl":"https://doi.org/10.52041/srap.15701","url":null,"abstract":"DESIGN Marcel Duchamp has always worked with controllable variables, but leaving open space for the intervention of chance. This information was the starting point for a project with four moments: • reproduction and individual recording the results of the original experiment Duchamp: throw strings of a meter to the floor (same certain height) getting to chance the task of choosing the way they assume to touch the ground; • planning activities by the students involving art or entertainment where the concept of chance were evident. This activity, although creative, it should be based on research in the different data sources available. This research did not need be formalized but should avoid exaggerated spontaneity; • development of the activity in the classroom and discussion with colleagues of the discipline; • exposure of the resulting activities in the library lobby for the other students of Wood Engineering Course.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127016412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivating professor and students through significant learning in statistics classes","authors":"Mauren Porciúncula, S. S. Pinto","doi":"10.52041/srap.15316","DOIUrl":"https://doi.org/10.52041/srap.15316","url":null,"abstract":"This paper presents an analysis of the speeches of the students about the educational proposal for the Statistics course conducted based on the Significative Learning Theory, characterized by Moreira (2012). The importance of this analysis is justified by the findings of Joan Garfield and Dani Ben-Zvi (2008), when considered that the difficulties of Statistical learning lies in the fact that the teaching method is focused on exercises prepared by the professor. The design of this Statistic Course had a starting point situation problems made by the students, with themes of their interests. To analyze the results of this process, the qualitative methodology of the Collective Subject Speech was used. Outcome we obtained speeches of students who actually said that they have learned Statistics. These findings allow us to conclude that this experience promoted the motivation of students and also the professor.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131019465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality assessments in statistics education: a focus on the goals instrument","authors":"A. Sabbag, Joan Garfield, A. Zieffler","doi":"10.52041/srap.15214","DOIUrl":"https://doi.org/10.52041/srap.15214","url":null,"abstract":"Research in statistics education and measurement suggest the use of quality instruments with good psychometric characteristics to measure students’ learning outcomes. However, very few quality instruments have been developed, evaluated, and are available to researchers to measure students’ statistical knowledge. This paper reports the development of the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument, which was designed to measure statistical reasoning learning outcomes in a first course in statistics.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"54 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126216838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introdução de conceitos estatísticos realizando análises de redes sociais numa escola bilíngue","authors":"A. Pimenta, B. Neto, Ana Buçard","doi":"10.52041/srap.15708","DOIUrl":"https://doi.org/10.52041/srap.15708","url":null,"abstract":"Trilhando caminhos da realidade de uma sociedade virtual, muito presente na geração de estudantes do ensino fundamental, buscamos desenvolver atividades que envolvem os conteúdos de medidas de tendência central atrelado ao uso das redes sociais. Uma vez que o trabalho foi realizado numa escola bilíngue, este foi direcionado a fim de determinar as diferenças associadas à aprendizagem de conteúdos de estatística, quando esta é abordada em português e em inglês. Esta proposta foi dividida entre o quinto e o sétimo ano do Ensino Fundamental. Para o desenvolvimento do estudo no quinto ano, foram selecionadas duas turmas, sendo uma com 23 alunos cuja atividade foi desenvolvida em português e a outra com 12 alunos, que ocorreu em inglês. O trabalho visa ler e interpretar gráficos e tabelas, para a abordagem dos conceitos de moda e média. No sétimo ano a proposta foi desenvolvida com uma turma de 12 alunos e com o objetivo de tratar os conceitos de moda, média, mediana e uma pequena introdução de grafos. No quinto ano aplicamos uma atividade, cujo objetivo era introduzir os tópicos de média, moda e mediana. Para isso usamos coleta de dados. A atividade foi realizada da seguinte forma: os dados foram coletados pedindo para que os alunos colocassem em cima de suas mesas seus lápis favorito, em seguida medindo o tamanho de cada lápis e essas medidas foram anotadas no quadro. Após ser feita a coleta de dados, introduzimos o conceito de gráfico a partir das informações contidas em uma tabela de frequência relacionando o tamanho do lápis e a quantidade de alunos que possuíam um lápis de determinado tamanho. O gráfico foi desenhado e iniciou-se a parte principal do trabalho que consistia da introdução dos conceitos de tendência central. Os alunos não demonstraram dificuldade em compreender o conceito de média, e moda (pelo fato de ser feita a associação com o termo: “o que esta na moda”). Quando introduzido o conceito de mediana também não foi notada dificuldade, uma vez que o gráfico possibilitou uma visão diferenciada. Como essa atividade foi aplicada em duas turmas, em uma a aula ocorreu em inglês e outra em português e em ambas foi constatada boa compreensão por parte dos alunos das medidas de tendência central. Como uma das turmas era menor, julgamos não ser benéfico trabalhar a tabela de frequência devido a um baixo conjunto amostral. No sétimo ano como os alunos já haviam tido contato com o tópico: tendência central, em português. A abordagem nessa turma foi feita em inglês. Nosso objetivo era verificar se eles sabiam os conceitos em inglês e se sabiam interpretar gráficos. Logo usamos o tópico de rede social para fazer a introdução do conceito em inglês. Perguntas sobre quantas redes sociais eles usavam, se eles tinham facebook, há quanto tempo eles usavam, quantas horas por dia estavam conectados, entre outras que foram feitas com intuído de se criar um espaço amostral para trabalhar os conceitos estatísticos. Por fim, foi entregue uma lista com 5 exer","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121025720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mejorando las competencias para la enseñanza de la estadística de profesores de secundaria en formación a través de talleres participativos","authors":"Adriana Pérez, G. Cueto, M. Fernández, J. Filloy, Stella Maris Diez, Diana Kelmansky, Carlos Pomilio","doi":"10.52041/srap.15204","DOIUrl":"https://doi.org/10.52041/srap.15204","url":null,"abstract":"Se describe una intervención didáctica cuyo objetivo fue acompañar el trayecto formativo en estadística de los futuros profesores de Matemática de la escuela media. Se diseñaron talleres sobre estadística descriptiva y probabilidad que comprendieron una revisión conceptual, la identificación de los obstáculos epistemológicos, el desarrollo de actividades didácticas y un espacio de reflexión final. Las actividades incluyeron material manipulativo, simulaciones y análisis de datos reales. Se dictaron 5 talleres en institutos de formación docente de Buenos Aires. Los 280 asistentes mostraron un alto grado de participación y evaluaron positivamente la iniciativa en cuanto a contenidos, pertinencia y aplicabilidad. Se diseñó una página web para facilitar la comunicación e interacción con la comunidad educativa. Esta iniciativa promueve el razonamiento estadístico y una mejor actitud hacia la estadística en los profesores, lo cual es imprescindible si se desea obtener egresados de la escuela media capaces de interpretar información estadística de manera fundamentada, crítica e independiente.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123691785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflexões sobre o ensino de estatística na educação básica: lições que podem ser aprendidas a partir da feira de ciências e matemática da bahia – feciba","authors":"I. Cazorla, K. Ramos, R. Jesus","doi":"10.52041/srap.15318","DOIUrl":"https://doi.org/10.52041/srap.15318","url":null,"abstract":"A importância do ensino de Estatística na Educação Básica fez com que o Brasil recomendasse sua inclusão no currículo (Brasil, 1997, 1998, 2002) e a comunidade acadêmica e escolar tem-se debruçado, tanto para investigar os diversos fenômenos do ensino e da aprendizagem estatística, quanto de sua institucionalização nas escolas, onde os professores utilizam a Estatística em projetos que envolvem levantamento, sistematização e apresentação em eventos da comunidade escolar. Este trabalho analisa os projetos vencedores de quatro edições da Feira de Ciências e Matemática da Bahia – Feciba e tece reflexões sobre o papel potencial do seu ensino, pois essa transcende as barreiras da disciplinaridade e do conteudismo, sistematiza o pensamento científico, possibilitando a leitura do mundo não apenas dos fenômenos da natureza, mas, especialmente, os sociais, tão presentes na sociedade, em um momento em que o Brasil discute a Base Nacional comum para o Ensino Médio e para as Licenciaturas.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121516500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Raising self-concept and interest for statistics through activity- based instruction","authors":"Ute Sproesser, J. Engel, S. Kuntze","doi":"10.52041/srap.15302","DOIUrl":"https://doi.org/10.52041/srap.15302","url":null,"abstract":"Instructional methods involving students in activities have been recognized to be a pedagogically highly valuable approach to teaching statistical concepts. This approach is rooted in concepts of modern pedagogy emphasizing student’s activities in problem solving situations. We report about an intervention study to provide empirical evidence to the claimed motivational benefits of learner centered activities as a method to teach statistical concepts. Motivational variables such as self- concept and specific interest in statistics were measured before and after activity-based interventions extending over four 45 minute classroom periods. Data about these motivational variables and – as comparison – corresponding variables related to mathematics were gathered from 450 eighth graders before and after the intervention. Our results confirm that statistics- related self-concept and interest is distinct and can be fostered through the intervention.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122859513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening the basic knowledge of statistics and probability for teachers of basic education","authors":"Augusta Osorio, Elizabeth Advincula","doi":"10.52041/srap.15115","DOIUrl":"https://doi.org/10.52041/srap.15115","url":null,"abstract":"Our research is applied and seeks to develop workshops that will target and strengthen the basic content of Statistics and Probability of primary teachers. The workshops will follow closely the content considered within the Progress Map of Statistics and Probability. This content is part of the new National Learning Standards which was prepared by Ministry of Education. Our work will involve the design, application and continuous assessment of experiential workshops. This process will ensure the constant revision and improvement of any problems that may arise during their implementation. In accordance with the Progress Map of Statistics and Probability, the workshops will develop the following three aspects: gathering and data processing, interpretation and evaluation of data, and the analysis of uncertainty.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115672128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementación y transadaptación de actividades reveladoras del pensamiento (meas) en la enseñanza de estadística en el nivel medio superior y a nivel superior. Un Caso de estudio","authors":"Guillermina Sánchez L, José Zacarías F, Gladys Salgado S, M. GARCIA CRUZ","doi":"10.52041/srap.15303","DOIUrl":"https://doi.org/10.52041/srap.15303","url":null,"abstract":"El presente estudio descriptivo–cualitativo aplicado a 150 estudiantes pretende demostrar la utilidad de las MEAs (Model–Eliciting Activities) en la enseñanza de la estadística en diferentes niveles educativos; para ello la actividad fue transadaptada al implementarse en cada grupo, manteniendo como propósito que alrededor de una problemática similar se aplique un análisis estadístico que ayude a plantear propuestas de solución. La MEA aplicada en el nivel medio superior aprovecha un suceso real: la BUAP, en el año 2014 presentó un cambio de imagen institucional basado en la idea de proyectar una presencia sólida y de gran peso, y de ahí surge la pregunta detonadora ¿Por qué la BUAP cambió su norma tipográfica? En el caso de la transadaptación para el nivel de ingeniería la problemática fue ficticia: «El dueño de un café internet cuya principal actividad es la impresión de documentos está casi en quiebra ¿Qué puede proponérsele para mejorar su situación?» En ambos casos se obtuvo un análisis estadístico similar.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124005079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The item response theory (irt): analysis of attitude of undergraduate students regarding the statistics disciplines","authors":"Etienne Pereira da Silva","doi":"10.52041/srap.15710","DOIUrl":"https://doi.org/10.52041/srap.15710","url":null,"abstract":"The poster to be presented proposes to assess the attitude of 210 students from the University of Brasilia (UnB) who answered Attitude Scale regarding Statistics (EAE). Furthermore, this work is the result of the Final Paper of course Bachelor in Statistics at UnB in order to get a better understanding of statistical education and the IRT applicability. The Item Response Theory (IRT) has considered an alternative to Measure Classical Theory (MCT) in elaboration and analysis of the constructs that are evaluated by the measuring instruments (questionnaires). With wide application in educational assessment, the IRT, whose main feature is the item, proposed probabilistic models for latent variables (variables that are not directly measured). The researchers have indicated that the students demonstrate low motivation to use statistical instruments and they have some difficulties in learning statistics concepts. Previous studies claim that students with positive attitudes about particular discipline are more likely to succeed in learning of its contents. Thus, the answers were given by students from UnB were analyzed by Item Response Theory. The parameters of difficulty of the items ( ) and the discrimination parameter showed that the item concerning to definitely has a positive reaction to the service disciplines (Biostatistics, Applied Statistics and Probability and Statistics), appreciate and enjoy this matter was the best informs. The various disciplines (different study areas), perception of performance, attend or not the first discipline shown to influence the attitudes level toward statistics. These results suggest an enhancement to the statistics is applied in the context of the course each student and what strategies are adopted to develop a teaching-learning environment that encourages students.","PeriodicalId":273663,"journal":{"name":"Advances in Statistics Education: Developments, Experiences, and Assessments IASE Satellite","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126709721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}