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Curricular Development in Statistics Education IASE Roundtable Conference最新文献

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Preparing Secondary Mathematics Educators to Teach Statistics 准备中学数学教育工作者教统计学
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04404
R. Gould, R. Peck
{"title":"Preparing Secondary Mathematics Educators to Teach Statistics","authors":"R. Gould, R. Peck","doi":"10.52041/srap.04404","DOIUrl":"https://doi.org/10.52041/srap.04404","url":null,"abstract":"In this paper, we address two Roundtable topics: distance education and developing teachers' statistical knowledge. We describe a new professional development program for secondary school mathematics teachers who are preparing to teach statistics. We also discuss what we have learned in our efforts to design a course that has a significant online component and that is relevant and useful from a teacher’s perspective. We describe the ways in which our online environment incorporates group work, self-study, concept exploration, and assessments. We also discuss the challenges associated with delivering the necessary content while simultaneously accommodating the practical time constraints of adult students who are, themselves, teaching full-time.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132648100","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}
引用次数: 13
Curriculum Innovations Based on Census Microdata: A Meeting of Statistics, Mathematics, and Social Science 基于普查微数据的课程创新:统计学、数学和社会科学的会议
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04304
W. Finzer, Tim Erickson
{"title":"Curriculum Innovations Based on Census Microdata: A Meeting of Statistics, Mathematics, and Social Science","authors":"W. Finzer, Tim Erickson","doi":"10.52041/srap.04304","DOIUrl":"https://doi.org/10.52041/srap.04304","url":null,"abstract":"Mathematics curriculum materials for early secondary school, based on interactive exploration of the huge database of individuals who filled out the “long” form for the US Census back through 1850, illustrate methods for improving statistical literacy and mathematics conceptual understanding while immersing students in social science content.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116698232","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}
引用次数: 1
Should Young Students Learn About Box Plots? 年轻学生应该学习盒子情节吗?
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04302
A. Bakker, Clifford E. Konold, Rolf Biehler
{"title":"Should Young Students Learn About Box Plots?","authors":"A. Bakker, Clifford E. Konold, Rolf Biehler","doi":"10.52041/srap.04302","DOIUrl":"https://doi.org/10.52041/srap.04302","url":null,"abstract":"In this chapter, we explore the challenges of learning about box plots and question the rationale for introducing box plots to middle school students (up to 14 years old). Box plots are very valuable tools for data analysis and for those who know how to interpret them. Research has shown, however, that some of their features make them particularly difficult for young students to use in authentic contexts. These difficulties include: a) box plots generally do not allow perceiving individual cases; b) box plots operate differently than other displays students encounter; c) the median is not as intuitive to students as we once suspected; d) quartiles divide the data into groups in ways that few students (or even teachers) really understand. We recommend that educators consider these features as they determine whether, how, and when to introduce box plots to students.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125554014","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}
引用次数: 83
Coherent and Purposeful Development in Statistics across the Educational Spectrum 跨教育领域统计的连贯和有目的的发展
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04403
H. MacGillivray
{"title":"Coherent and Purposeful Development in Statistics across the Educational Spectrum","authors":"H. MacGillivray","doi":"10.52041/srap.04403","DOIUrl":"https://doi.org/10.52041/srap.04403","url":null,"abstract":"The development of statistical thinking and data sense needs steadily progressive and cohesive building of concepts and learning experiences. Meaningful discussion and analysis of curricular approaches to facilitate such development require a reference context. This paper uses a particularly relevant Australian context to combine a cross-sectional report on interaction with teachers in the development and implementation of school syllabi, with analysis of commonalities in cross-disciplinary tertiary student learning in introductory data analysis. These are used to demonstrate the need and potential for genuine and ongoing collaboration between statisticians, teachers and educationalists to develop strategies in constructing, supporting and implementing curriculum to achieve coherent progression in statistical literacy and thinking across educational levels. Such strategies must also include support for teachers.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126867300","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}
引用次数: 15
Consideration of Variation: A Model for Curriculum Development 变化的思考:课程开发的一种模式
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04103
C. Reading, J. Reid
{"title":"Consideration of Variation: A Model for Curriculum Development","authors":"C. Reading, J. Reid","doi":"10.52041/srap.04103","DOIUrl":"https://doi.org/10.52041/srap.04103","url":null,"abstract":"Consideration of variation has been identified as one of the fundamental types of statistical thinking, and recent research into the understanding of variation highlights its growing importance. Curriculum needs to reflect this trend. This chapter proposes a model for an integrated approach to curriculum development where consideration of variation is used as the linking thread. The application of this process to a tertiary introductory service statistics course is presented. A hierarchy of levels of consideration of variation is developed from students’ responses to “minute papers” and typical responses in the various levels of the hierarchy are discussed. The hierarchy can be used to evaluate the effectiveness of the integration of variation into the curriculum. This research has implications for teachers of statistics, in the development of curriculum, and for researchers in the growing field of students’ understanding of statistics.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125199773","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}
引用次数: 25
Distribution Division: Making It Possible For More Students to Make Reasoned Decisions Using Data 分配部门:使更多的学生能够使用数据做出合理的决定
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04303
A. Harradine, Noel Baker
{"title":"Distribution Division: Making It Possible For More Students to Make Reasoned Decisions Using Data","authors":"A. Harradine, Noel Baker","doi":"10.52041/srap.04303","DOIUrl":"https://doi.org/10.52041/srap.04303","url":null,"abstract":"The Roundtable theme selected by the International Association for Statistical Education (IASE) organizing committee (2004) focuses on the ability to make “reasoned decisions based on sound statistical thinking.” This string of words rolls easily off one’s tongue; as an outcome, however, it remains elusive. This paper examines the journey taken by one school, from 1997 to 2004, in an effort to empower its students to make reasoned decisions based on sound statistical thinking. It outlines the background reasons for the journey, and presents a general description and some critical commentary on some of the learning experiences used. The last twelve months of the journey are addressed in some detail. Six phases of teaching and learning that may assist in realizing the goal of reasoned decision- making based on sound statistical thinking are discussed. Complementing these phases is a preliminary approach to data analysis called \"distribution division\". The effects of this approach on the middle school curriculum are also discussed.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133204292","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}
引用次数: 3
Statistics Curriculum and Development: New Ways of Working 统计学课程与发展:新的工作方式
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04101
A. Begg
{"title":"Statistics Curriculum and Development: New Ways of Working","authors":"A. Begg","doi":"10.52041/srap.04101","DOIUrl":"https://doi.org/10.52041/srap.04101","url":null,"abstract":"Curriculum is often developed without due consideration of what curriculum means or how it is developed. In part one of this paper I explore some meanings of curriculum and development and critique the present curriculum development model. In part two an alternative model is presented and its inter-related activities considered. In the third part other influences on development are discussed, and in part four some implications for curriculum in the future are listed.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129516698","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}
引用次数: 11
Directed Self-Explanation in the Study of Statistics 统计学研究中的定向自我解释
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04102
N. Broers, Marieke Mur, L. Budé
{"title":"Directed Self-Explanation in the Study of Statistics","authors":"N. Broers, Marieke Mur, L. Budé","doi":"10.52041/srap.04102","DOIUrl":"https://doi.org/10.52041/srap.04102","url":null,"abstract":"Constructivist learning theory has suggested that students can only obtain conceptual understanding of a knowledge domain by actively trying to integrate new concepts and ideas into their existing knowledge framework. In practice, this means that students will have to explain novel ideas, concepts, and principles to themselves. Various methods have been developed that aim to stimulate the student to self-explain. In this study, two such methods were contrasted in a randomized experiment. In one condition students were stimulated to self-explain in an undirected way. In the other the stimulus to self-explain was directed. We examined whether the directive method leads to a greater level of conceptual understanding. To assess conceptual understanding we asked students to construct a concept map and to take a 10-item multiple-choice test. The results are somewhat contradictory but do suggest that the directive method may be of value. We discuss the possibility of integrating that method in the statistics curriculum.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125292542","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}
引用次数: 14
Statistical Literacy Curriculum Design 统计素养课程设计
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04104
M. Schield
{"title":"Statistical Literacy Curriculum Design","authors":"M. Schield","doi":"10.52041/srap.04104","DOIUrl":"https://doi.org/10.52041/srap.04104","url":null,"abstract":"College-level students pursuing majors that don’t require a quantitative course still need a statistical literacy course that helps them develop the skills to evaluate arguments that use statistics as evidence. Such a course should entail utility in everyday use such that statistical literacy results in a lasting appreciation of the value of statistics as needed in everyday life, civic life, and professional life as a data consumer. A course designed to promote statistical literasy should help students understand and analyze various influences on the size and direction of a statistical association and should include key topics in conditional probability, confounding, and the vulnerability of statistical significance to confounding. This paper describes some new ways of presenting these ideas that are based on the results of field trials conducted in connection with the W. M. Keck Statistical Literacy project at Augsburg College. After studying statistical literacy, 43 percent of Augsburg students strongly agreed that the course helped them develop critical thinking skills and 18 percent strongly agreed that successful completion of the course should become requirement for graduation.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123790236","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}
引用次数: 37
“Data and Predictions” Emerging as One of the Basic Themes in the Mathematical Curriculum of the First Cycle School Level in Italy “数据与预测”成为意大利第一阶段学校数学课程的基本主题之一
Curricular Development in Statistics Education IASE Roundtable Conference Pub Date : 2004-12-30 DOI: 10.52041/srap.04501
M. Ottaviani, S. R. Luchini
{"title":"“Data and Predictions” Emerging as One of the Basic Themes in the Mathematical Curriculum of the First Cycle School Level in Italy","authors":"M. Ottaviani, S. R. Luchini","doi":"10.52041/srap.04501","DOIUrl":"https://doi.org/10.52041/srap.04501","url":null,"abstract":"In the reform of the Italian school system, a new pedagogical point of view has shifted attention away from content and skills and toward competencies. Also contributing to the proposal of a new mathematical curriculum is a new way of looking at mathematics that takes globalised societal needs into consideration. This paper describes the role of the Italian Statistical Society (SIS) in proposing knowledge and skills of the “Data and predictions” nucleus, which has emerged as one of the basic themes in the new mathematics curriculum. We present the guidelines which have been implemented to enhance the visibility of statistics and probability in the mathematical curriculum, taking into account the results of some recent research on statistics education carried out in Italy.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126341526","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}
引用次数: 6
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