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2. Econometric Assessment of 'One Minute' Paper as a Pedagogic Tool
- Author
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Das, Amaresh
- Abstract
This paper makes an econometric testing of one-minute paper used as a tool to manage and assess instruction in my statistics class. One of our findings is that the one minute paper when I have tested it by using an OLS estimate in a controlled Vs experimental design framework is found to statistically significant and effective in enhancing students' knowledge. It is found to be equally effective when I have tested it by using a seemingly unrelated regression that allows the error terms to be correlated across separate but related regressions. This is irrespective of students' ability levels as is measured by GPA in both cases.
- Published
- 2010
3. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (33rd, Anaheim, California, 2010). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. The papers contained in this volume deal primarily with research and development topics, and represent some of the most current thinking in educational communications and technology. Papers dealing with the practice of instructional technology, including instruction and training issues, are contained in the companion volume (Volume 2). (Individual papers contain references, figures, and tables.) [For Volume 2, see ED514647.]
- Published
- 2010
4. Synergy at the Crossroads: Future Directions for Theory, Research, and Practice. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, Indiana, October 5-8, 2017)
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), Galindo, Enrique, and Newton, Jill
- Abstract
The theme of the 39th proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference was "Synergy at the Crossroads: Future Directions for Theory, Research, and Practice." The metaphor of crossroads was inspired by the conference venue--the historic Indianapolis Union Station, as well as by the state motto, a reference to how Indiana is connected to the rest of the United States. PME-NA 39 includes research presentations, discussion, and reflection focusing on four driving questions connecting to the metaphor of crossroads: (1) What have we learned from the routes we have traversed; what are potential routes for mathematics education research in the future; and what considerations are relevant as we make choices about future directions in mathematics education?; (2) How do we address issues of access and equity within mathematics education today?; (3) How can we lay the groundwork for future crossroads or intersections between theory, research, and practice?; and (4) What barriers within research traditions, educational policy, and teaching practice impede researchers', students', and teachers' success, and how can we work to overcome these barriers? The accepted proposals included 75 research reports, 142 brief research reports, 167 posters, and 13 working groups. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]
- Published
- 2017
5. Teaching of Psychology: Ideas and Innovations. Proceedings and Papers of the Annual Conference on Undergraduate Teaching of Psychology (22nd, White Plains, New York, March 7-8, 2008)
- Author
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Oswald, Patricia A., Zaromatidis, Katherine, Levine, Judith R., and Indenbaum, Gene
- Abstract
The ND Annual Conference--Teaching of Psychology: Ideas and Innovations was held on March 7-8, 2008 at the Crowne Plaza in White Plains, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference featured Dr. Douglas Bernstein from the University of South Florida, Tampa as the keynote speaker. Participants also had a number of presentations from which to choose, publishers' displays to visit, and many colleagues with whom to network. Thirty abstracts and nine complete papers are included in these proceedings. Presenters covered topics such as teaching psychology through storytelling, using visual displays of data, the benefits of using Excel-based homework assignments, and incorporating multiculturalism in the psychology curriculum. The following complete papers are included in the proceedings: (1) Use of Electronic Discussion Boards to Enhance Classroom Learning (Richard J. DioGuardi); (2) Innovations in Mentoring: Interdisciplinary Perspectives (Joseph Maiorca, Daniel Benkendorf, Praveen Chaudhry, Ernest Poole, and Christine Pomeranz); (3) Child's Play: Creating Observational Research Experiences for 21st Century Undergraduates (Joan F. Kuchner); (4) A Student Perspective on Traditional, Hybrid, and Distance Learning Courses (Patricia A. Oswald and Katherine Zaromatidis); (5) Teach Them What They Need to Know for Life (Gretchen Wehrle); (6) The Perils of PowerPoint: Students' Perceptions of Classroom Technology (Judith Krauss, Lori Murphy, and Marybeth Ruscica); (7) The Values and Habits of the 21st Century College Student (Mary Streit); (8) Technology in the Classroom: Three Useful Interventions (James Regan and Daniel Lackaye); and (9) A 21st Century Statistics Course for the 21st Century Student (Karen Y. Holmes and Darlene G. Colson). (Individual papers contain references.) [Abstract modified to meet ERIC Guidelines. For the 2007 proceedings, see ED499916.]
- Published
- 2008
6. Teachers' Conceptions in Training on Mathematics of Medical Students
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Belova, Olga and Polyakova, Katerina
- Abstract
The goal of the paper is to pay attention to some important techniques and approaches including adequate designations as a tool for unambiguous understanding and a key to success in solving problems, vivid visual images as a mnemonic techniques, and special formulas as a universal tool for solving typical problems, when teaching medical students of mathematics. The motivation for this paper is to help non-mathematics students understand complicated mathematical topics in an easy, natural, and simple way.
- Published
- 2022
7. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (11th, Madeira, Portugal, March 14-16, 2015)
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International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro
- Abstract
These proceedings contain the papers and posters of the 11th International Conference on Mobile Learning 2015, which was organised by the International Association for Development of the Information Society, in Madeira, Portugal, March 14-16, 2015. The Mobile Learning 2015 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. The following are included in these proceedings: (1) Evolution or Revolution? Diffusion and Adaptation of (Smart) Mobile Phones among Children and Adolescents (Gitte Bang Stald); (2) Wearables and the "Anatomy" of Information: Biodata, Privacy, and Ethics (Amber Hutchins and Jake McNeill); (3) Scaffolding Java Programming on a Mobile Phone for Novice Learners (Chao Mbogo, Edwin Blake and Hussein Suleman); (4) Implementation of an Intelligent Tutorial System for Socioenvironmental Management Projects (Gil Vera, Víctor Daniel and Gabriel Awad); (5) Patterns of Mobile Technology Use in Teaching: A Pilot Study (Tami Seifert); (6) Developing Students' Professional Digital Identity (Thomas Cochrane and Laurent Antonczak); (7) Impact of Contextuality on Mobile Learning Acceptance: An Empirical Study Based on Language Learning App (Stephan Böhm and Georges Philip Constantine); (8) Do Mobile Learning Devices Enhance Learning in Higher Education Anatomy Classrooms? (Kate Wilkinson and Phil Barter); (9) It's Not Just the Pedagogy: Challenges in Scaling Mobile Learning Applications into Institution-Wide Learning Technologies (Peter Bird and Mark Stubbs); (10) Mobile Learning and Teacher Education: Researching MLEARN Pilot Development (Don Passey and Joana Zozimo); (11) Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary (Neil Davie and Tobias Hilber); (12) Active Students in Webinars (Line Kolås, Hugo Nordseth and Jørgen Sørlie Yri); (13) Expanding the Media Mix in Statistics Education through Platform-Independent and Interactive Learning Objects (Hans-Joachim Mittag); (14) Research on Mobile Learning Activities Applying Tablets (Eugenijus Kurilovas, Anita Juskeviciene and Virginija Bireniene); (15) Learner Centered Experiences with Flipped Classroom and Mobile Online Webinars in Distance Education Program (Lisbeth Amhag); (16) Walk Like an Egyptian: A Serious, Pervasive Mobile Game for Tourism (Fatema Mohsen Gabr and Slim Abdennadher); (17) Educational Materials for Mobile Learning (Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Hitoshi Inoue and Naomi Fujimura); (18) Boosting up JSL Learners' Outside-Class Learning Time with Learning Log System (Noriko Uosaki, Hiroaki Ogata and Kousuke Mouri); (19) An Integrated Learning Management System for Location-Based Mobile Learning (Christian Sailer, Peter Kiefer and Martin Raubal); (20) The Influence of Affordances on Learner Preferences in Mobile Language Learning (Maria Uther and Adrian Banks); (21) Microlearning as Innovative Pedagogy for Mobile Learning in MOOC (Despina Kamilali and Chryssa Sofianopoulou); (22) Cross-Platform User Interface of e-Learning Applications (Michal Stoces, Jan Masner, Jan Jarolímek, Pavel Šimek, Jirí Vanek and Miloš Ulman); (23) Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014 (Mia Carapina and Ivica Boticki); (24) Challenges of Using Learning Analytics Techniques to Support Mobile Learning (Marco Arrigo, Giovanni Fulantelli and Davide Taibi); (25) Effectiveness and Utility of Terminal Tablet as Electric Textbooks for Nursing Practicum (Yumiko Nakamura, Kaori Fukayama and Yukie Majima); (26) A Study on the Process of Development of Collective Intelligence for Utilization of Unused Space of Abandoned Schools (Uk Kim and Junyoung Yang); (27) Implementation of an Adaptive Learning System Using a Bayesian Network (Keiji Yasuda, Hiroyuki Kawashima, Yoko Hata and Hiroaki Kimura); (28) Mathematics and Mobile Learning (Fayez Sayed); and (29) A Framework to Support Global Corporate M-Learning: Learner Initiative and Technology Acceptance across Cultures (Wendy Farrell). An author index is provided. (Individual papers contain references.)
- Published
- 2015
8. Using Paper Helicopters to Teach Statistical Process Control
- Author
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Johnson, Danny J.
- Abstract
This hands-on project uses a paper helicopter to teach students how to distinguish between common and special causes of variability when developing and using statistical process control charts. It allows the student to experience a process that is out-of-control due to imprecise or incomplete product design specifications and to discover how the process can be brought into control through the use of standardized product specifications and associated construction procedures. It also allows the student to experience common causes of variability, to distinguish these from the special causes of variability resulting from the incomplete design specifications, and to discover how standardization reduces process variability. The project has been used in both undergraduate and MBA classes and demonstrates these concepts in a way that is easy for the student to understand and remember.
- Published
- 2011
- Full Text
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9. Mathematics Education across Cultures. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-June 6, 2021)
- Author
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), Sacristán, Ana Isabel, Cortés-Zavala, José Carlos, and Ruiz-Arias, Perla Marysol
- Abstract
These proceedings are a written record of the research presented at the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Mazatlán, Mexico, virtually beginning May 27, 2021 and in-person June 2-6, 2021. The conference was originally scheduled to take place October 14-18, 2020; it was postponed, due to the COVID pandemic. In accordance with the major goals of PME-NA that include promoting international contacts and stimulating interdisciplinary research, the theme was proposed as "Entre Culturas/Across Cultures". The goal of the theme was an academic exchange that would reflect the ample diversity of ways of teaching and learning of mathematics, and of the tools and communities involved in mathematics education; as well as an exploration of how the differences in cultures imply a need to consider how research results can be taken into account in varying contexts. The papers comprise 80 Research Reports, 190 Brief Reports, 147 Poster Presentations, 10 Working Groups, 2 Research Colloquia, and Plenary and special lectures. The program also includes a special tribute to Eugenio Filloy and a tribute to the PME-NA members who were affected by the COVID-19 pandemic. [These proceedings were produced with Cinvestav (Centro de Investigación y de Estudios Avanzados del IPN), México and AMIUTEM (Asociación Mexicana de Investigadores del Uso de Tecnología en Educación Matemática, A.C.), México. Individual papers are indexed in ERIC.]
- Published
- 2020
10. Teachers' Engagement with a Competing Models Informal Inference Task
- Author
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Lovett, Jennifer N., Jones, Ryan Seth, and Duncan, Matthew
- Abstract
Informal inference is a critical practice for students to engage in if they are to understand formal statistical methods. However, during informal inference students often utilize complex ideas that many in-service teachers are not prepared for as they have not had the opportunity to think deeply about statistics and develop statistical knowledge for teaching (Groth, 2013). Research shows that engaging teachers in authentic inquiry of content supports the development of that content knowledge, and there is an urgent need to do so through professional developments (PDs). However, there is limited literature concerning PDs in statistics education, and a dearth of research focusing on teachers' engagement with informal inference tasks. This paper describes in detail how two teachers engaged with a seminal informal inference task during a PD, including their reasoning about variability and sample size when making inferences. [For the complete proceedings, see ED606556.]
- Published
- 2019
11. Statistics Education: (Re)Framing Past Work for Taking a Holistic Approach in the Future
- Author
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Weiland, Travis, Mojica, Gemma, Engledowl, Chris, and Jones, Ryan Seth
- Abstract
The goal of the proposed working group is to create a space for those interested in researching issues around the teaching and learning of statistics to meet, discuss, synthesize past research, and begin to strategize ways of leveraging multiple perspectives and expertise to identify and address current challenges in statistics education. The nature of statistics being a methodological discipline make it such that statistics education is made up of a diverse array of people from various backgrounds, disciplines, fields, interests and expertise. We propose this working group to create a space for dialogue among people with diverse perspectives to tackle important issues in the teaching and learning of statistics. Diverse perspective help to look at problems in new ways and come up with new solutions. However, we also want to pragmatically make progress towards a goal, which requires some common direction as well. To balance these tensions we frame our work in the notion of learning environments as a way of organizing past work as well as ideas for future projects into a meaningful structure. Additionally we are layering on the consideration of teachers and teaching in the design and enactment of learning environments. [For the complete proceedings, see ED606556.]
- Published
- 2019
12. ...Against a New Horizon. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, Missouri, November 14-17, 2019)
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), Otten, Samuel, Candela, Amber G., de Araujo, Zandra, Haines, Cara, and Munter, Charles
- Abstract
These proceedings are a written record of the research presented at the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in St. Louis, Missouri, November 14-17, 2019. This year's conference theme is "...against a new horizon." The papers comprise 67 research reports, 184 brief research reports, 126 posters, and 13 working groups. Chapters include the following: (1) Plenaries; (2) Curriculum, Technology, and Assessment; (3) Early Algebra, Algebra, and Number Concepts; (4) Equity and Justice; (5) Geometry, Measurement, Statistics, and Probability; (6) In-Service Teacher Education and Professional Development; (7) Instructional Leadership, Policy, and Institutions/Systems; (8) Mathematical Knowledge for Teaching; (9) Mathematical Processes; (10) Precalculus, Calculus, and Higher Mathematics; (11) Pre-Service Teacher Education; (12) Student Learning and Related Factors; (13) Teaching and Classroom Practice; (14) Theory, Research Methods, and Miscellaneous Topics; and (15) Working Groups. [These proceedings were co-published by University of Missouri, St. Louis. Individual plenary and research papers are available in ERIC.]
- Published
- 2019
13. Addressing Language Barriers in Multilingual Statistics Classrooms: A Collaborative Study
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Mathematics Education Research Group of Australasia and Sharma, Sashi
- Abstract
It is acknowledged that there are connections between language use and mathematics in mathematics education, and the potential challenges this issue can pose have been investigated by researchers. Yet how the challenges can be overcome in statistics classrooms, where language is even more important as a medium of instruction, has received very little scrutiny. This article reports on research carried out in three New Zealand largely Pasifika dominated Year-12 classes. Findings from the teacher reflection aspect of the study indicate that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classrooms. Some strategies to incorporate students' home language in their learning worked better than others. However, more research is needed to explore language issues and the barriers they might present in statistics education in greater depth.
- Published
- 2019
14. Decision Models for the Newsvendor Problem -- Learning Cases for Business Analytics
- Author
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Letkowski, Jerzy
- Abstract
Single-period inventory models with uncertain demand are very well known in the business analytics community. Typically, such models are rule-based functions, or sets of functions, of one decision variable (order quantity) and one random variable (demand). In academics, the models are taught selectively and usually not completely. Students are exposed to applications of selected models and solution aspects usually within the Inventory Control or similar topics. This learning-case oriented paper attempts to provide a fuller coverage of the solution process, starting with mathematical model building, following with calculus-based solution development and ending with an alternative approach through simulation. A special emphasis is dedicated to the learning processes, providing students with a variety of tools selected from Algebra, Calculus, Probability, Statistics and Spreadsheet Technology. The students are expected to benefit from studying this paper to better understand business solving processes. All computational operations are implemented in a spreadsheet program.
- Published
- 2018
15. Reframing Mathematical Futures: Using Learning Progressions to Support Mathematical Thinking in the Middle Years
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Mathematics Education Research Group of Australasia, Siemon, Dianne, Day, Lorraine, Stephens, Max, Horne, Marj, Callingham, Rosemary, Watson, Jane, and Seah, Rebecca
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The Australian Curriculum: Mathematics calls for the concurrent development of mathematical skills and mathematical reasoning. What are the big ideas of mathematical reasoning and is it possible to map their learning trajectories? Using rich assessment tasks designed for middle-years students of mathematics, this symposium reports on the preliminary phase of a large national study designed to move beyond the hypothetical and to provide an evidence-based foundation for learning progressions in mathematical reasoning in three key areas of the curriculum: Algebraic Reasoning, Geometrical and Spatial Reasoning, and Statistical Reasoning. [References after each paper.]
- Published
- 2017
16. Teaching Data Science to Post Graduate Students: A Preliminary Study Using a 'F-L-I-P' Class Room Approach
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Eybers, Sunet and Hattingh, Mariè
- Abstract
Data is everywhere. As a result the need for data scientists with the correct skill set to analyze and interpret the data has escalated. Not surprisingly, data scientists are currently one of the most wanted professions. Tertiary institutions are faced with the challenge of producing students with the correct blend of theoretical knowledge and practical skills. In an attempt to provide current post-graduate students with these skills, a flipped class room approach was adopted to teach students data warehousing as part of the data science curriculum. This paper used the four pillars of F-L-I-P (FLN 2014) to analyze data obtained from lecturer implementation experience and student course evaluation forms. It was shown that great strides have been made in this course in the adoption of the flipped class room although there is room for improvement in order to achieve flipped learning. The outcome of the study directly contributes to the improvement of subsequent implementations of the module. [For full proceedings, see ED571459.]
- Published
- 2016
17. Statistics Teaching Practice at Czech Universities with Emphasis on Statistical Software
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Mazouchová, Aneta, Jedlicková, Tereza, and Hlavácová, Lucie
- Abstract
This paper aims to reveal the beliefs of students and fresh university graduates about teaching statistics during their university studies with focus on using statistical software. The objective is to detect the approach of faculties to statistics education and to find out which didactic materials and teaching methods are mainly used. Students' opinions are captured by means of a questionnaire survey and analysed both quantitatively and qualitatively. The results show the increasing importance of quantitative research and the necessity of improving statistical thinking. Unfortunately, the teaching methods used in various statistical courses are outdated and unattractive for most students. They call for an active and modern approach. Teaching statistics with the statistical software support seems to be the right way to make statistics accessible to students. The recommendation is to take students' notions into account when preparing statistical courses.
- Published
- 2021
18. Looking Back, Looking Ahead: Celebrating 40 Years. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, South Carolina, November 15-18, 2018)
- Author
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), University of South Carolina, Clemson University, Hodges, Thomas E., Roy, George J., and Tyminski, Andrew M.
- Abstract
These Proceedings are a written record of the research presented at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Greenville, South Carolina, November 15-18, 2018. The theme of the conference is "Looking Back, Looking Ahead: Celebrating 40 Years." The Proceedings include papers from 6 plenary papers, 69 research reports, 133 posters, and 17 working groups. Papers from the research reports, brief research reports, and posters are organized into chapters by topics. Chapters include the following: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. [Individual plenary and research papers are available in ERIC.]
- Published
- 2018
19. Characterizing Impacts of Online Professional Development on Teachers' Beliefs and Perspectives about Teaching Statistics
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Lee, Hollylynne S., Lovett, Jennifer N., and Mojica, Gemma M.
- Abstract
With online learning becoming a more viable option for teachers to develop their expertise, our report shares one such effort focused on improving the teaching of statistics. We share design principles and learning opportunities, as well as discuss specific impacts evident in classroom teachers' course activity concerning changes to their beliefs and perspectives about statistics. Specific course experiences that served as triggers for critical reflection are discussed. [For complete proceedings, see ED581294.]
- Published
- 2017
20. Teaching Statistics in Middle School Mathematics Classrooms: Making Links with Mathematics but Avoiding Statistical Reasoning
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Mathematics Education Research Group of Australasia, Savard, Annie, and Manuel, Dominic
- Abstract
Statistics is a domain that is taught in Mathematics in all school levels. We suggest a potential in using an interdisciplinary approach with this concept. Thus the development of the understanding of a situation might mean to use both mathematical and statistical reasoning. In this paper, we present two case studies where two middle school Mathematics teacher taught a lesson in Statistics where the students had the task create a pie graph representing the data. Results show us that their procedural vision of Statistics lead them to focus more on a graphical representation and thus led to avoid all statistical reasoning development (Garfield, 2002).
- Published
- 2015
21. Not All Flipped Classes Are the Same: Using Learning Science to Design Flipped Classrooms
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Lawson, Alyssa P., Davis Caylor R., and Son, Ji Y.
- Abstract
The flipped classroom has recently become a popular method used in both higher education and K-12 classrooms, yet research has not consistently demonstrated clear benefits of flipping a classroom. Also, any benefits seen might not be from the flipped design itself, but instead from the individual aspects of a flipped classroom (e.g., more active learning in class, more feedback on homework). This suggests that research focused on how to develop the activities and components of the flipped classroom, instead of simply flipping the traditional in-class and out-of-class activities, is critical to flipped pedagogy. These activities (both in and out of the classroom) should be designed based on a theory of learning. We draw upon the Practicing-Connections (PC) Hypothesis, supported by contemporary theories and research in the cognitive sciences, to design instructional activities to promote learning by having students practice making connections between concepts and situations. This paper examines a flipped class based on a theory-driven design versus a basic flipped classroom. The results of this work offer suggestions as to what dimensions of flipping may be important and how to design and evaluate flipped classrooms based on theories of learning.
- Published
- 2019
22. Peculiarities of Teaching Medical Informatics and Statistics
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Glushkov, Sergey
- Abstract
The article reviews features of teaching Medical Informatics and Statistics. The course is referred to the disciplines of Mathematical and Natural sciences. The course is provided in all the faculties of I. M. Sechenov First Moscow State Medical University. For students of Preventive Medicine Department the time frame allotted for studying the course is significantly larger than for similar course provided at other faculties. To improve the teaching methodology of the discipline an analysis of the curriculum has been carried out, attendance and students' performance statistics have been summarized. As a result, the main goals and objectives have been identified. Besides, general educational functions and the contribution to the solution of problems of education, students' upbringing and development have been revealed; two stages of teaching have been presented. Recommendations referred to the newest methodological development aimed at improving the quality of teaching the discipline are provided. The ways of improving the methods and organizational forms of education are outlined. [For the complete Volume 15 proceedings, see ED574185.]
- Published
- 2017
23. Sin Fronteras: Questioning Borders with(in) Mathematics Education. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, Arizona, November 3-6, 2016)
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), Wood, Marcy B., Turner, Erin E., Civil, Marta, and Eli, Jennifer A.
- Abstract
The theme of this year's conference is "Sin Fronteras: Questioning Borders with(in) Mathematics Education." This theme is intended to encourage research presentations, discussion, and reflection on the variety of borders within mathematics education, as well as those that might be probed, challenged, explained, enhanced and/or potentially transformed by mathematics education. Sessions examine topics such as geographic, political, cultural and language borders with(in) mathematics education, as well as borders between mathematical content areas and grade levels, and how borders can limit access to mathematical content or impact mathematics teaching practices. To catalyze conversations about the conference theme, the organizers of this conference organized three plenary talks that each address different perspectives on borders with(in) mathematics education. The 2016 conference was attended by over 550 researchers, faculty, and graduate students from around the world including the US, Mexico, Canada, Sweden, Australia, Chile, Puerto Rico, Israel, Trinidad and Tobago, and Germany. Submissions received numbered 581. The acceptance rate was 92% for working groups, 48% for research reports, 36% for brief research reports, and 61% for posters. The conference program includes 104 Research Report sessions, 102 Brief Research Report sessions, 222 Posters, and 11 Working Groups. It is the hope of the organizers that this would be a model to follow in future Psychology of Mathematics Education-North American Chapter conferences. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts;(4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]
- Published
- 2016
24. A Modified Moore Approach to Teaching Mathematical Statistics: An Inquiry Based Learning Technique to Teaching Mathematical Statistics
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McLoughlin, M. Padraig M. M.
- Abstract
The author of this paper submits the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method in a Probability and Mathematical Statistics (PAMS) course sequence to teach students PAMS. Furthermore, the author of this paper opines that set theory should be the core of the course's pre-requisite with logic and calculus as antecedents to the set theory, an introduction to the theory of functions as subsets of the complex plane as consequents of set theory. The connections between logic, set theory, and proofs about probability, random variables and processes, & inferential mathematical statistics cannot be understated--the better the student's pre-requisite knowledge the easier it is for the student to understand probability theory and flourish in a Probability & Statistics course sequence. The author of this paper has experienced teaching such a course sequence for approximately fifteen years; mostly teaching the course at a historically black college. The paper is organised such that in the first part of the paper an explanation as to why Logic, Set Theory, and Calculus are proper pre-requisites to a Probability & Statistics course sequence and a brief overview is presented of the Moore method. The second part of the paper, presents justification for use of a modified Moore approach in teaching probability & statistics (or what is termed mathematical statistics often); both pedagogical and practical justification is submitted. In the third part of the paper, the author submits the model for the Probability & Statistics courses and focuses on what is effective for the students, what seems not useful to the students, and why. Also, explanation is presented as to why the courses were designed the way they were (content), how the courses were revised or altered over the years; hence, explaining what practices were refined, retained, modified, or deleted and how such was helpful or not for the faculty and students. The final part of the paper discusses the successes and lack thereof how the methods and materials in the PAMS courses established an atmosphere that created for some students an easier transition to graduate school, preparation for actuarial tests, to the work force in applied statistics, assisted in forging a long-term undergraduate research component in the major, and encouraged some faculty to direct undergraduates in meaningful research. So, this paper proposes a pedagogical approach to mathematical statistics education that centres on exploration, discovery, conjecture, hypothesis, thesis, and synthesis such that the experience of doing a mathematical argument, creating a statistical model, or synthesising ideas is reason enough for the exercise--and the joy of mathematics and statistics is something that needs to be instilled and encouraged in students by having them do proofs, counterexamples, examples, and counter-arguments in a Probability and Mathematical Statistics course (indeed in any course). (Contains 50 footnotes.)
- Published
- 2008
25. Mathematics: Essential Research, Essential Practice. Volumes 1 and 2. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia
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Mathematics Education Research Group of Australasia (Australia)., Watson, Jane, and Beswick, Kim
- Abstract
This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone of Proximal Awareness (John Mason, Helen Drury and Liz Bills); (5) Empowered to Teach: A Practice-based Model of Teacher Education (Janette Bobi); (6) Communicating Students' Understanding of Undergraduate Mathematics using Concept Maps (Karoline Afamasaga-Fuata'i); (7) Primary Student Teachers' Diagnosed Mathematical Competence in Semester One of their Studies (Karoline Afamasaga-Fuata'i, Paul Meyer and Naomi Falo); (8) An Online Survey to Assess Student Anxiety and Attitude Response to Six Different Mathematical Problems (Vincent Anderson); (9) Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness (Judy Bailey); (10) Describing Mathematics Departments: The Strengths and Limitations of Complexity Theory and Activity Theory (Kim Beswick, Anne Watson and Els De Geest); (11) Three Student Tasks in a Study of Distribution in a "Best Practice" Statistics Classroom (Anthony Bill and Jane Watson); (12) Teacher Researchers Questioning their Practice (Linda Bonne & Ruth Pritchard); (13) Imagined Classrooms: Prospective Primary Teachers Visualise their Ideal Mathematics Classroom (Kathy Brady); (14) Early Notions of Functions in a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill Brown); (15) Collective Argumentation and Modelling Mathematics Practices Outside the Classroom (Raymond Brown and Trevor Redmond); (16) Visual Perturbances in Digital Pedagogical Media (Nigel Calder); (17) Professional Experience in Learning to Teach Secondary Mathematics: Incorporating Pre-service Teachers into a Community of Practice (Michael Cavanagh and Anne Prescott); (18) Young Children's Accounts of their Mathematical Thinking (Jill Cheeseman and Barbara Clarke); (19) Mathematical Reform: What Does the Journey Entail for Teachers? (Linda Cheeseman); (20) Year Six Fraction Understanding: A Part of the Whole Story (Doug M. Clarke, Anne Roche and Annie Mitchell); (21) Teaching as Listening: Another Aspect of Teachers' Content Knowledge in the Numeracy Classroom (Ngaire Davies and Karen Walker); (22) Essential Differences between High and Low Performers' Thinking about Graphically-Oriented Numeracy Items (Carmel M. Diezmann, Tom J. Lowrie and Nahum Kozak); (23) High School Students' Use of Patterns and Generalizations (Jaguthsing Dindyal); (24) The Teacher, The Tasks: Their Role in Students' Mathematical Literacy (Katherine Doyle); (25) Informal Knowledge and Prior Learning: Student Strategies for Identifying and Locating Numbers on Scales (Michael Drake); (26) Documenting the Knowledge of Low-Attaining Third- and Fourth-Graders: Robyn's and Bel's Sequential Structure and Multidigit Addition and Subtraction (David Ellemor-Collins, Robert Wright and Gerard Lewis); (27) Interdisciplinary Modelling in the Primary Mathematics Curriculum (Lyn English); (28) Students' Tendency to Conjoin Terms: An Inhibition to Their Development of Algebra (Judith Falle); (29) Towards "Breaking the Cycle of Tradition" in Primary Mathematics (Sandra Frid and Len Sparrow); (30) Exploring the Number Knowledge of Children to Inform the Development of a Professional Learning Plan for Teachers in the Ballarat Diocese as a Means of Building Community Capacity (Ann Gervasoni, Teresa Hadden and Kathie Turkenburg); (31) Technology-Enriched Teaching of Secondary Mathematics: Factors Influencing Innovative Practice (Merrilyn Goos and Anne Bennison); (32) Supporting an Investigative Approach to Teaching Secondary School Mathematics: A Professional Development Model (Merrilyn Goos, Shelley Dole, and Katie Makar); (33) Identity and Mathematics: Towards a Theory of Agency in Coming to Learn Mathematics (Peter Grootenboer and Robyn Zevenbergen); (34) Categorisation of Mental Computation Strategies to Support Teaching and to Encourage Classroom Dialogue (Judy Hartnett); (35) Student Experiences of VCE Further Mathematics (Sue Helme and Stephen Lamb); (36) Video Evidence: What Gestures Tell Us About Students' Understanding of Rate of Change (Sandra Herbert and Robyn Pierce); (37) The Role of Dynamic Interactive Technological Tools in Preschoolers' Mathematical Patterning (Kate Highfield and Joanne Mulligan); (38) Students Representing Mathematical Knowledge through Digital Filmmaking (Geoff Hilton); (39) What Does it Mean for an Instructional Task to be Effective? (Lynn Hodge, Jana Visnovska, Qing Zhao and Paul Cobb); (40) A School-Community Model for Enhancing Aboriginal Students' Mathematical Learning (Peter Howard and Bob Perry); (41) Benchmarking Preservice Teachers' Perceptions of their Mentoring for Developing Mathematics Teaching Practices (Peter Hudson); (42) Relational or Calculational Thinking: Students Solving Open Number Equivalence Problems (Jodie Hunter); (43) Scaffolding Small Group Interactions (Roberta Hunter); (44) Numeracy in Action: Students Connecting Mathematical Knowledge to a Range of Contexts (Chris Hurst); and (45) A Story of a Student Fulfilling a Role in the Mathematics Classroom (Naomi Ingram). Volume 2 contains the following papers: (1) Secondary-Tertiary Transition: What Mathematics Skills Can and Should We Expect This Decade? (Nicolas Jourdan, Patricia Cretchley and Tim Passmore); (2) The Power of Writing for all Pre-service Mathematics Teachers (Keith McNaught); (3) "Connection Levers:" Developing Teachers' Expertise with Mathematical Inquiry (Katie Makar); (4) Acquiring the Mathematics Register in te reo Maori (Tamsin Meaney, Uenuku Fairhall and Tony Trinick); (5) Teaching Ratio and Rates for Abstraction (Mike Mitchelmore, Paul White and Heather McMaster); (6) Setting a Good Example: Teachers' Choice of Examples and their Contribution to Effective Teaching of Numeracy (Tracey Muir); (7) Developing the Concept of Place Value (Mala Saraswathy Nataraj and Michael O. J. Thomas); (8) Interdisciplinary Learning: Development of Mathematical Confidence, Value, and the Interconnectedness of Mathematics Scales (Dawn Kit Ee Ng and Gloria Stillman); (9) Mathematical Methods and Mathematical Methods Computer Algebra System (CAS) 2006--Concurrent Implementation with a Common Technology Free Examination (Pam Norton, David Leigh-Lancaster, Peter Jones and Michael Evans); (10) A Concrete Approach to Teaching Symbolic Algebra (Stephen Norton and Jane Irvin); (11) Developing Positive Attitudes towards Algebra (Stephen Norton and Jane Irvin); (12) Changing Our Perspective on Measurement: A Cultural Case Study (Kay Owens and Wilfred Kaleva); (13) Enhancing Student Achievement in Mathematics: Identifying the Needs of Rural and Regional Teachers in Australia (Debra Panizzon and John Pegg); (14) The Growth of Early Mathematical Patterning: An Intervention Study (Marina Papic and Joanne Mulligan); (15) Whole Number Knowledge and Number Lines Help to Develop Fraction Concepts (Catherine Pearn and Max Stephens); (16) Identifying and Analysing Processes in NSW Public Schooling Producing Outstanding Educational Outcomes in Mathematics (John Pegg, Debra Panizzon and Trevor Lynch); (17) Teachers Research their Practice: Developing Methodologies that Reflect Teachers' Perspectives (Ruth Pritchard and Linda Bonne); (18) Teacher Professional Learning in Mathematics: An Example of a Change Process (Pauline Rogers); (19) Seeking Evidence of Thinking and Mathematical Understandings in Students' Writing (Anne Scott); (20) Utilising the Rasch Model to Gain Insight into Students' Understandings of Class Inclusion Concepts in Geometry (Penelope Serow); (21) Exploring Teachers' Numeracy Pedagogies and Subsequent Student Learning across Five Dimensions of Numeracy (Jane Skalicky); (22) The Complexities for New Graduates Planning Mathematics Based on Student Need (Carole Steketee and Keith McNaught); (23) Students' Emerging Algebraic Thinking in the Middle School Years (Max Stephens); (24) A Framework for Success in Implementing Mathematical Modelling in the Secondary Classroom (Gloria Stillman, Peter Galbraith, Jill Brown and Ian Edwards); (25) Eliciting Positive Student Motivation for Learning Mathematics (Peter Sullivan and Andrea McDonough); (26) Learning from Children about their Learning with and without ICT using Video-Stimulated Reflective Dialogue (Howard Tanner and Sonia Jones); (27) Dependency and Objectification in a Year 7 Mathematics Classroom: Insights from Sociolinguistics (Steve Thornton); (28) Pedagogical Practices with Digital Technologies: Pre-service and Practicing Teachers (Colleen Vale); (29) Procedural Complexity and Mathematical Solving Processes in Year 8 Mathematics Textbook Questions (Jill Vincent and Kaye Stacey); (30) Designing Effective Professional Development: How do we Understand Teachers' Current Instructional Practices? (Jana Visnovska); (31) "Doing Maths:" Children Talk About Their Classroom Experiences (Fiona Walls); (32) The Role of Pedagogy in Classroom Discourse (Margaret Walshaw and Glenda Anthony); (33) Australian Indigenous Students: The Role of Oral Language and Representations in the Negotiation of Mathematical Understanding (Elizabeth Warren, Janelle Young and Eva deVries); (34) Student Change Associated with Teachers' Professional Learning (Jane Watson, Kim Beswick, Natalie Brown and Rosemary Callingham); (35) Choosing to Teach in the "STEM" Disciplines: Characteristics and Motivations of Science, ICT, and Mathematics Teachers (Helen M. G. Watt, Paul W. Richardson and James Pietsch); (36) Percentages as Part Whole Relationships (Paul White, Sue Wilson, Rhonda Faragher and Mike Mitchelmore); (37) My Struggle with Maths May Not Have Been a Lonely One: Bibliotherapy in a Teacher Education Number Theory Unit (Sue Wilson); (38) Students' Conceptual Understanding of Equivalent Fractions (Monica Wong and David Evans); (39) Statistics Teachers as Scientific Lawyers (Joanne Woodward and Maxine Pfannkuch); (40) Developing Pedagogical Tools for Intervention: Approach, Methodology, and an Experimental Framework (Robert Wright, David Ellemor-Collins and Gerard Lewis); (41) Pedagogy and Interactive Whiteboards: Using an Activity Theory Approach to Understand Tensions in Practice (Robyn Zevenbergen and Steve Lerman); (42) International Perspectives on Early Years Mathematics (Jillian Fox); (43) Early Childhood Mathematics Education Research: What is Needed Now? (Bob Perry and Sue Dockett); (44) Trimangles and Kittens: Mathematics Within Socio-dramatic Play in a New Zealand Early Childhood Setting (Shiree Lee); (45) Children's Number Knowledge in the Early Years of Schooling (Ann Gervasoni); (46) Listening to Students' Voices in Mathematics Education (Brian Doig, Susie Groves, Coral Campbell, Judith Mousley, and Gaye Williams); (47) Students' Pedagogical Knowledge: A Source of Pedagogical Content Knowledge (Brian Doig and Susie Groves); (48) Research Enriched by the Student Voice (Gaye Williams); (49) Listening to Student Opinions about Group Assessment (Judith Mousley and Coral Campbell); (50) Profiles of Thinking Skills and Levels of Motivation in a Problem-Solving Task (Sarah Buckley, Mary Ainley and Pip Pattison); (51) An Investigation of Mathematics Strategies in Traditional School Contexts and Real-World Contexts (Julie Clark and Kathy Brady); (52) Maori Student's Perspective on Their Mathematical Journey Through Maori Medium (Leeana Herewini); (53) Some Methodological Considerations in the Estonian Study about Students' Beliefs in Mathematics: Is Triangulation Necessary? (Kirsti Kislenko); (54) Progress in Mathematics--Learning through Home School Partnership (Denise Smith and Gaynor Terrill); (55) Exploring Data Representation and Statistical Reasoning through Integrated Investigations in a Grade 2 Classroom (Karen Ahearn); (56) Reform and Assessment Practice: The Need for an Investigation (Julie Anderson); (57) Autobiographical Research and Mathematics Curriculum (Andy Begg); (58) Mathematically Gifted Students Managing School Transfer (Brenda Bicknell); (59) Improving Procedures for Effective Teaching (Murray Black, Farida Kachapova and Ilias Kachapov); (60) Using Counter-Examples and Paradoxes in Teaching Probability: Students' Attitudes (Murray Black, Farida Kachapova, Sergiy Klymchuk and Ilias Kachapov); (61) Using Cabri Geometry to Explore the Geometric Properties of Parallelograms in Year 7 Mathematics Classrooms (Sahar Bokosmaty); (62) Defining Teacher Knowledge Needed in the Teaching of Statistics at Primary School Level (Tim Burgess); (63) Year 12 Students' Participation in Higher Mathematics Courses (Mohan Chinnappan, Stephen Dinham, Tony Herrington and Dale Scott); (64) Pre-service Primary Teachers Developing Positive Attitudes towards Teaching Mathematics (Julie Clark); (65) Measuring the Effectiveness and Efficiency of Language-In-Use for Algebra Learning: A Multi-Level Nested Modelling and DEA Approach (Robert de la Serna); (66) Te Poutama Tau (TPT): An Indigenous Response to the Numeracy Development Project 2002-2006 (Wini Emery and Leeana Herewini); (67) "I Have a Fear of Maths and it Does Worry Me a Bit as a Future Teacher:" The Cycle of Maths Anxiety (Gillian Frankcom); (68) Using Electronic Handwriting and Tablet PCs to Enhance Distance Students' Understanding of First Year Mathematics at University (Linda Galligan, Birgit Loch, Janet Taylor and Christine McDonald); (69) Mathematical Modelling in CAS Clothing (Vince Geiger, Rhonda Faragher and Trevor Redmond); (70) The Cognitive and Pedagogical Affordances of Digital Learning Tools on Early Mathematical Development (Kristy Goodwin, Joanne Mulligan and John Hedberg); (71) Revisions and Extensions of a Pirie-Kieren-Based Teaching Model (Peter Hughes); (72) An Insight into Norwegian Students' Thoughts about Mathematics (Kirsti Kislenko); (73) The Impact of Didactical Contract on Students' Perceptions of their Intentional Learning Acts (Troels Lange and Tamsin Meaney); (74) The Impact of an Intervention on the Development of Mathematical Pattern and Structure in the First Year of Schooling (Joanne Mulligan, Mike Mitchelmore, Coral Kemp, Jennie Marston and Kate Highfield); (75) Activity Theory as a Framework to Analyse the Positive Influence of Formative Assessment on Student Learning (Trish O'Toole); (76) Teaching Geometry with CAS in the Junior Secondary Classroom: A Case Study (Warren Palmer); (77) Wanted: One Great Maths Teacher! (Pamela Perger); (78) Building Early Childhood Educators' Knowledge, Skills and Confidence in the Facilitation and Assessment of Young Children's Mathematical Learning (Bob Perry, Elspeth Harley and Sue Dockett); (79) CAS in the Middle Secondary Years: Strengths, Weaknesses, Opportunities and Threats (Robyn Pierce); (80) Myths and Positioning: Insights from Hermeneutics (Steve Thornton); (81) Misconceptions in Locating Negative Decimals on the Number Line (Wanty Widjaja, Kaye Stacey and Vicki Steinle); and (82) Proportional Reasoning: A Global or Localised Development? (Vince Wright). [Individual papers contain references, figures, tables, and appendices.
- Published
- 2007
26. Developing Teachers' Reasoning about Comparing Distributions: A Cross-Institutional Effort
- Author
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Tran, Dung, Lee, Hollylynne, and Doerr, Helen
- Abstract
The research reported here uses a pre/post-test model and stimulated recall interviews to assess teachers' statistical reasoning about comparing distributions, when enrolled in a graduate-level statistics education course. We discuss key aspects of the course design aimed at improving teachers' learning and teaching of statistics, and the resulting different ways of reasoning about comparing distributions that teachers exhibited before and after the course.
- Published
- 2016
27. Teacher Professional Knowledge and Pedagogical Practices for Data-Driven Decision-Making
- Author
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Amanda Katherine Riske
- Abstract
This three-article dissertation considers the pedagogical practices for developing statistically literate students and teaching data-driven decision-making with the goal of preparing students for civic engagement and improving student achievement. The first article discusses a critical review of the literature on data-driven decision-making project conditions in K-12 educational settings. Upon reviewing the literature, I synthesized and summarized the current practices into three distinct models. The models serve to clarify the pedagogical choices of the teacher and the degree at which students' views are involved and incorporated into the projects. I propose an alternative model/framework and discuss possible implications in the classroom. In the second article, I use the framework developed in the first article as the basis for an educational research intervention. I describe a study where I developed a handbook based on the framework and implemented a sample of professional development sessions from the handbook. Advisors and teachers provided feedback on the handbook and professional development. This feedback served as the subject of analysis while I continued to refine the handbook and the professional learning sessions. I describe the refinement process and the implications in terms of design decisions of educational interventions and statistical knowledge for teaching. The final article performs a secondary data analysis of school, teacher, and student level data using the Trends in International Mathematics and Science Study (TIMSS) database. The paper seeks to answer the research question: "Which aspects of teacher professional knowledge measures predict student achievement in the mathematical domain of data and statistical topics?" The results indicate that when controlling for school level wealth index, teacher characteristics are not as influential as the school level wealth index. I discuss future research as well as school policy and curriculum implications of these results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2022
28. Biological Models for Finite Mathematics
- Author
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Jungck, John R.
- Abstract
Finite Mathematics has become an enormously rich and productive area of contemporary mathematical biology. Fortunately, educators have developed educational modules based upon many of the models that have used Finite Mathematics in mathematical biology research. A sufficient variety of computer modules that employ graph theory (phylogenetic trees, food webs, networks), cellular automata (pattern formation, diffusion limited aggregation), fractals (both measurement and generation of self-similar structures), finite difference equations and deterministic chaos (logistic growth, predator-prey, SIR epidemiology), combinatorics and probability (genetics and evolution), information theory (biodiversity, sequence logos), and Boolean logic (operons) are available to adopt, adapt, and implement. An emphasis has been placed on modules that are freely available, that have been educationally vetted, and that run on a variety of operating systems. Most modules are easy to use, graphically visual, and amenable to modification. In this paper, two different approaches are stressed: (1) "glass box models" that allow students to see equations associated with each cell in a spreadsheet and to modify/extend those models with minimal effort; and (2) agent-based models that emphasize "bottom-up" modeling and that instantiate the power of massively parallel simulation and address the misconceptions of a "centralized mind-set."
- Published
- 2022
- Full Text
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29. Creative Insubordination in Statistics Teaching: Possibilities to Go beyond Statistical Literacy
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de Oliveira Souza, Leandro, Lopes, Celi Espasandin, and Fitzallen, Noleine
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Statistics education has the potential to assist students to develop their identities and engage in problems and social contexts that assist in empowering them to act politically in the future. The actions and narrative reported in this paper seek to identify the way in which teachers could develop and implement statistical inquiries that utilize aspects of creative insubordination to enhance student learning experiences. This paper reports on two students who were supported to produce information and act politically on a problem founded in their social and cultural context. Reported practices in this research involved inquiry tasks that promoted collaborative exploration of ideas, data analysis, and reporting. Results evidence that teaching statistics through projects that focus on the development of political actions, Creative Insubordination, have the potential to improve students' statistical skills. As a consequence, the students were able to go beyond being data producers and data consumers to being statisticians and political activists, a shift necessary for students to understand how data can be used to transform their lives and those of others.
- Published
- 2020
30. Interview with Larry Lesser
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Rossman, Allan J. and Lesser, Larry
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Larry Lesser is a Professor in the Department of Mathematical Sciences at The University of Texas at El Paso. He is also a UTEP Distinguished Teaching Professor whose awards include a 2016 Minnie Stevens Piper Professor Award, the 2012 International Sun Conference Scholarship of Teaching and Learning Award, a 2011 UT System Regents' Outstanding Teaching Award, and the MAA Southwestern Section's 2010 Distinguished Teaching Award.This interview took place via email from January 17-February 16, 2020.
- Published
- 2020
- Full Text
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31. Critical Responses to Enduring Challenges in Mathematics Education. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, Michigan, November 5-8, 2015)
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), Bartell, Tonya Gau, Bieda, Kristen N., Putnam, Ralph T., Bradfield, Kenneth, and Dominguez, Higinio
- Abstract
The theme of this year's conference is "Critical Responses to Enduring Challenges in Mathematics Education." The theme of this year's conference invites mathematics education scholars to reflect upon and critically respond to enduring challenges in teaching and learning mathematics for all students. To ignite discussion within the field, the organizers of this conference organized the conference around four focal-enduring challenges, each of which is featured in one of four plenary talks: (1) teaching as responsive to various conceptions of mathematics; (2) addressing the needs of marginalized populations in school mathematics; (3) the impact of teacher evaluation and high-stakes assessment in teaching; and (4) the role of assessment in teaching and learning. It is the hope of the organizers that the conference will catalyze collective reflection, collaborative inquiry, and discussion about various means for responding to and addressing these, and other, challenges. Submissions received numbered 528. The overall acceptance rate was 64%. The conference program includes 92 Research Report sessions, 96 sessions, 136 Posters, and 12 Working Groups. Chapters include: (1) Plenary Papers; (2) Special Session; (3) Curriculum and Related Factors; (4) Early Algebra, Algebra, and Number Concepts; (5) Geometry and Measurement; (6) Mathematical Processes; (7) Statistics and Probability; (8) Student Learning and Related Factors; (9) Teacher Education and Knowledge; (10) Teaching and Classroom Practice; (11) Technology; (12) Theory and Research Methods; and (13) Working Groups. [Individual plenary and research papers are available in ERIC. Financial and personnel support was provided by the Michigan State University CREATE for STEM Institute.]
- Published
- 2015
32. Proceedings of the 2018 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2018 du Groupe Canadien d'Étude en Didactique des Mathématiques (42nd, Squamish, British Columbia, Canada, June 1-5, 2018)
- Author
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Canadian Mathematics Education Study Group (CMESG), Holm, Jennifer, and Mathieu-Soucy, Sarah
- Abstract
In June 2018 the Canadian Mathematics Education Study Group/Groupe Canadien d'étude en didactique des mathématiques (CMESG/GCEDM) held its 42nd meeting in the idyllic setting of Squamish, British Columbia. This meeting marked the first time CMESG/GCEDM had been in British Columbia since 2010 and the first time it had been held at Quest University. Among the more than 150 attendees were 35 teachers, 17 of whom had been funded by the British Columbia Association of Mathematics Teachers (BCAMT) and the Pacific Institute for Mathematical Sciences (PIMS) to attend the meeting. The meeting featured a scientific program organized into five working groups, six topic sessions, eight new PhD presentations, 16 gallery walk presentations, and six Ad Hoc sessions. Thirty-four papers are included in these proceedings--two are written in French, four are provided in both French and English, and the remainder are written in English. [For the 2017 proceedings, see ED589990.]
- Published
- 2019
33. Using Blended Learning in Postgraduate Applied Statistics Programs
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Bhowmik, Jahar, Meyer, Denny, and Phillips, Brian
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Blended learning refers to a method of teaching and learning in which some form of online learning is used in addition to the traditional on-campus/face-to-face learning experience in an integrated manner. Postgraduate Applied Statistics programs at Swinburne University of Technology, Australia adopted the blended learning paradigm almost a decade ago to accommodate an increasingly diverse student population. This paradigm allows for "flexibility in design approaches", and accommodates the range of blended learning capabilities and experience of teachers and learners. The blended learning design adopted in these programs has involved the "thoughtful integration of learning and teaching approaches" in both on-campus, face-to-face and online/virtual learning environments by utilising the benefits of each of these environments. These programs focus on designing learning interactions across formal teaching spaces, informal learning spaces and online learning and teaching spaces. This flexible approach has been well accepted among both online and on-campus students. This paper describes the medium impact blended learning model adopted in these courses and the feedback received from students during recent study periods. The authors make the case that implementation of a successful blended learning model can enhance students' learning experience for a mixed cohort of participants.
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- 2019
34. Using R as a Simulation Tool in Teaching Introductory Statistics
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Zhang, Xuemao and Maas, Zoe
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The use of computer simulations in the teaching of introductory statistics can help undergraduate students understand difficult or abstract statistics concepts. The free software environment R is a good candidate for computer simulations since it allows users to add additional functionality by defining new functions. In this paper, we illustrate how computer simulations with R are used in statistics classrooms and student homework assignments by examples. These examples include sampling distributions and the central limit theorem, the t-distributions, confidence intervals, hypothesis testing, regression analysis and nonparametric tests.
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- 2019
35. Implementing Individualized Learning in a Legacy Learning Management System: A Feasibility Prototype for an Online Statistics Course
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Morrow, M. Earnest and Lee, Dabae
- Abstract
Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to support and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered online courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one's learning path with topic-contingent assessment feedback.
- Published
- 2019
36. Teaching Basic Statistics to a Student Who Is Blind.
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McCallister, Corliss Jean and Kennedy, Robert L.
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This case study describes a congenitally blind undergraduate student who successfully completed a basic statistics course. Accommodations specific to his blindness included: a textbook on tape and review tapes before examinations; a talking calculator; graphs made on Braille paper and other tactile teaching aids. Affective problems encountered included overcoming low mathematical self-efficacy while cognitive problems were classified as conceptual, computational, experiential, practical, and symbolic. Among instructional strategies successfully used to overcome these cognitive difficulties were: (1) kinesthetic explanations for standard derivation; (2) cardboard curves with rubber bands for teaching problems related to areas under the normal curve; (3) very small data sets when introducing new concepts; and (4) one memorable problem for each formula studied. Teachers and tutors of students who are blind or visually impaired are urged to choose accommodations based on the type and severity of visual disability, individualize instruction based on student preferences, and perform continuous formative assessments followed by instructional adjustments. (Author/DB)
- Published
- 2001
37. Graduate Introductory Statistics: In Class vs. On Line.
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Kennedy, Robert L. and McCallister, Corliss Jean
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This study compared the effectiveness of traditional teaching, electronic mail (e-mail), and combination approaches for teaching graduate introductory statistics classes. The e-mail courses that are the focus of this study were offered in the fall terms of academic years, 1997 through 2000 by the same instructor. All sections incorporated the use of a computer for data analysis. There were 41 participants in the traditional classes, 20 in the electronic-only classes, and 28 using both methods. In all classes, the majority of students were white females. Twenty-item multiple-choice pre-tests and post-tests on basic statistical topics were given. An analysis of covariance (ANCOVA) was run using post-test scores as the response variable and pre-test scores as the covariate. The ANCOVA technique involves features of both the analysis of variance and regression, so assumptions for both were tested. Normality and homoscedasticity across all groups were verified. Homogeneity of regression was observed in scatter plots of pre-test scores versus post-test scores and their trend lines by treatment and control groups. The test indicated that the null hypothesis of no statistically significant difference among the traditional, electronic, and combined classes scores could not be rejected at the 0.05 level. The effect size (f=0.16) was small. The paper concludes that offering the course by any of these three approaches seemed neither to help nor hinder the performance of students to the extent measured by the multiple-choice tests. The course syllabus is attached. (Contains 29 references.) (SLD)
- Published
- 2001
38. Higher Goals in Mathematics Education
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Kolar-Begovic, Zdenka, Kolar-Šuper, Ružica, and Ðurdevic Babic, Ivana
- Abstract
This monograph offers an overview of the current research work carried out in Croatia and the surrounding countries, and specifically an interesting insight in teaching and learning issues in these countries. The authors discuss the need of the general population for becoming good problem-solvers in society of today, which is characterised by rapid technological changes and economic development. They argue that modern teaching methods are therefore needed. From the contributions in this monograph, it appears that awareness of future teachers' beliefs and knowledge is present in the tertiary education. The studies investigate various aspects of pre-service and in-service teachers' characteristics, like beliefs, knowledge, digital competencies or using ICT in teaching. But the contributions also portray another picture: mathematics education is becoming accepted as a field of scientific research in this region. Although mathematics education research is a young scientific field, it has been recognised that changes in the curriculum and teaching practice should draw upon findings from well-established mathematics education studies. Therefore, in order to enhance mathematics teaching and learning in Croatia and the surrounding countries, there should exist continuous collaboration between communities of mathematics researchers and teacher practitioners, since one of many problems is how to make research results more usable in the classroom. This book contains the results of the research on teaching mathematics and examples of good practice provided by the scholars from the neighbouring countries Croatia, Bosnia and Herzegovina, Hungary, Romania, Slovenia and Sweden. The following chapters are presented in this monograph: (1) Understanding of mathematically gifted students' approaches to problem solving (Tatjana Hodnik Cadež, Vida Manfreda Kolar), (2) Contemporary methods of teaching mathematics--the discovering algorithm method. Algorithm for fraction division (Maja Cindric, Irena Mišurac), (3) Word problems in mathematics teaching (Edith Debrenti), (4) Graphical representations in teaching GCF and LCM (Karmelita Pjanic, Edin Lidan), (5) Mathematics + Computer Science = True (Anders Hast), (6) Discovering patterns of student behaviour in e-learning environment (Marijana Zekic-Sušac, Ivana Ðurdevic Babic), (7) Classification trees in detecting students' motivation for maths from their ICT and Facebook use (Ivana Ðurdevic Babic, Anita Marjanovic), (8) Using Moodle in teaching mathematics in Croatian education system (Josipa Matotek), (9) Future teachers' perception on the application of ICT in the process of assessment and feedback (Karolina Dobi Barišic), (10) Pass rates in mathematical courses: relationship with the state matura exams scores and high school grades (Dušan Mundar, Zlatko Erjavec), (11) Approaches to teaching mathematics in lower primary education (Sead Rešic, Ivana Kovacevic), (12) Issues in contemporary teaching of mathematics and teacher competencies (Zoran Horvat), (13) Teaching Mathematics in early education: current issues in classrooms (Ksenija Romstein, Stanislava Irovic, Mira Vego), (14) Preservice mathematics teachers' problem solving processes when working on two nonroutine geometry problems (Doris Dumicic Danilovic, Sanja Rukavina), (15) Tendencies in identifying geometric shapes observed in photos of real objects--case of students of primary education (Karmelita Pjanic, Sanela Nesimovic), (16) Visual mathematics and geometry, the "final" step: projective geometry through linear algebra (Emil Molnàr, Istvàn Prok and Jeno Szirmai), (17) Is any angle a right angle? (Vladimir Volenec), (18) An interesting analogy of Kimberling-Yff's problem (Zdenka Kolar-Begovic, Ružica Kolar- Šuper, Vladimir Volenec), (19) Pre-service teachers and statistics: an empirical study about attitudes and reasoning (Ljerka Jukic Matic, Ana Mirkovic Moguš, Marija Kristek), (20) Beliefs about mathematics and mathematics teaching of students in mathematics education programme at the Department of Mathematics, University of Zagreb (Aleksandra Cižmešija, Željka Milin Šipuš), (21) Self-reported creativity of primary school teachers and students of teacher studies in diverse domains, and implications of creativity relationships to teaching mathematics in the primary school (Željko Racki, Ana Katalenic, Željko Gregorovic), (22) How Croatian mathematics teachers organize their teaching in lower secondary classrooms: differences according to the initial education (Ljerka Jukic Matic, Dubravka Glasnovic Gracin), and (23) Structures of Croatian Mathematics Textbooks (Goran Trupcevic, Anda Valent). An index is included. Individual chapters contain references, tables, figures, and footnotes. The papers are written in English, and at the end of each paper is a summary on the original language of the author. [The following entities sponsored this work: Osijek--Baranja County, Osijek--City Government, Osijek Mathematical Society, Ministry of Science, Education and Sports of the Republic of Croatia, Tvornica reklama d.o.o., Osijek.]
- Published
- 2015
39. Views on Adults Re-Learning Mathematics: A Comparative Study.
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Angiama, R. O.
- Abstract
This paper is based on the on-going research, work, and teaching carried out in the Mathematics Foundations Course (MFC) at Goldsmiths College, University of London. Teaching is a very intimate and rewarding experience for the mathematics lecturer as well as for the adult student. Mathematics lecturers and adults should be challenged by their experiences, and adult students of mathematics in particular should be empowered and rewarded for their efforts. Focus is placed on "Comparative Mathematics" education and teaching received from the perspectives of adult students' views about themselves as well as their views on the teachers who teach them. It is argued that much of the debate about adults' access to and performance in higher education concerns Humanities and Social Science students. Mathematics, despite its importance as an essential pre-requisite for studying science and technology, has been absent from the discussion. In their study, students reached conclusions about how adults see their own mathematical backgrounds, recorded and celebrated some of their achievements, and indicated some grounds for optimism about how likely they are to achieve in the field. They made suggestions about how adult learners of mathematics might best be prepared to make decisions about the suitability of mathematics courses for them. Students believe that this is a basis for some important practical conclusions for practitioners advising and supporting adult students. This study looked at a group of adults' return to Re-Learning Mathematics with the hope of gaining access to the BSc Mathematics and Statistics degree Course at Goldsmiths College, University of London. The paper concludes, by selecting three major theories that have some bearing on the selection of content and how it is taught, and characterizes these contexts as essentialism, encyclopedism, and pragmatism to include the general position in order to identify constituent curriculum theory. (Contains 36 references.) (Author/ASK)
- Published
- 1998
40. Reform-Oriented Teaching of Introductory Statistics in the Health, Social and Behavioral Sciences--Historical Context and Rationale
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Hassad, Rossi A.
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There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly necessary for effective decision-making and evidence-based practice. This paper explains the historical context of, and rationale for reform-oriented teaching of introductory statistics (at the college level) in the health, social and behavioral sciences (evidence-based disciplines). A firm understanding and appreciation of the basis for change in pedagogical approach is important, in order to facilitate commitment to reform, consensus building on appropriate strategies, and adoption and maintenance of best practices. In essence, reform-oriented pedagogy, in this context, is a function of the interaction among content, pedagogy, technology, and assessment. The challenge is to create an appropriate balance among these domains.
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- 2009
41. Statistics: Can We Get beyond Terminal?
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Green, Suzy and Carney, JoLynn V.
- Abstract
Recent articles in behavioral sciences statistics literature address the need for modernizing graduate statistics programs and courses. This paper describes the development of one such course and evaluates student background for a class designed to provide a more consumer-oriented type of statistics instruction by focusing on the needs of students who are not statistics majors. The course for nonmajors focuses on key concepts for the effective understanding of research findings and uses only one statistical package, with the goal of increased understanding. As part of the development of the course, the importance of differences in student backgrounds, specifically quantitative skills was studied. Results with 28 students from 12 majors show that skills used are not differentiated by the entering levels of preparedness in quantitative areas. These results suggest that expansion of statistics courses to include applied statistical skills can be successful for students from different majors. (Contains 1 table and 21 references.) (SLD)
- Published
- 1997
42. Reflection on Training, Experience, and Introductory Statistics: A Mini-Survey of Tertiary Level Statistics Instructors
- Author
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Hassad, Rossi A.
- Abstract
Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the specific course(s) that contributed mostly to instructors' understanding of statistics. Courses reported were described as advanced or graduate level, and classified as application-based, math, multivariate, probability, and research. The majority, 9 (56%) attributed their understanding of statistics to either an application-based or research course, and of those, 7 (44%) reported negative feelings about their introductory courses. These findings underscore the importance of authentic activities, and constructivist pedagogy toward facilitating statistical literacy. Research is needed to determine the effect of instructors' academic preparation on their knowledge, attitudes, and practices. [This paper was published in: The Proceedings of ICOTS-7 (International Conference on the Teaching of Statistics). IASE (International Association for Statistical Education), 2006.]
- Published
- 2006
43. Beyond Point and Click: Taking Web Based Pedagogy to a New Level
- Author
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Hurn, Janet E.
- Abstract
A group of faculty that currently teach asynchronous online courses were motivated to ensure that course quality remained high. Many people have seen the online courses that throw some written content up on the web and then have some tests and quizzes and call it an online course. To the faculty, that is not suitable in many ways on many levels. Their goal was to look at how teachers can maintain and help others maintain high quality, media rich, interactive courses. They started by receiving an Ohio Learning Network Learning Community Initiatives grant. The full story is included in this paper. [For complete proceedings, see ED490133.]
- Published
- 2005
44. Competitive Learning Using a Three-Parameter Logistic Model
- Author
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Coronado, Semei, Sandoval-Bravo, Salvador, Celso-Arellano, Pedro Luis, and Torres-Mata, Ana
- Abstract
The purpose of this paper is to analyze the test applied at the eighth Statistics II tournament to students from the University Center for Economic and Administrative Sciences of the University of Guadalajara, for the purpose of determining whether it promotes competitive learning among students. To achieve this, Item Response Theory (IRT) is used, specifically in the form of a three-parameter logistic model. The findings show that approximately 20% of the participating students performed at a level ranging from outstanding to satisfactory, while the rest had a performance that fell between regular and poor. The findings also indicate that participating students were motivated by academic competition and the opportunity to improve their skills in the area of statistics. Moreover, we concluded that the tournament's assessment instruments need to be substantially improved in terms of design and the content of the items.
- Published
- 2018
45. Bridging Language Barriers in Statistics for Year-12 Pasifika Students: A Collaborative Study
- Author
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Sharma, Sashi
- Abstract
This paper focuses on the use of home languages as a resource for Pasifika students who are learning about statistical methods. It is acknowledged that there are connections between language use and mathematics in mathematics learning and teaching, and the potential challenges this issue can pose have been investigated by researchers. Yet how the challenges of the use of home language versus teaching language might be overcome in statistics classrooms, where language is even more important as a medium of instruction, has received very little scrutiny. This article reports on research carried out in three New Zealand largely Pasifika dominated Year-12 classes. Data was collected from audio recordings of student group discussions and teacher reflections while students were carrying out an investigation of existing datasets. Findings from the teacher reflection aspect of the study indicate that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classroom. Some strategies to incorporate students home language in their learning worked better than others. However, more in-depth research is needed to explore language issues and the barriers they might present in statistics education.
- Published
- 2018
46. Teaching College Probability for Higher Achievement
- Author
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Papaieronymou, Irini
- Abstract
This paper presents the results of a study which examined the role of particular tasks implemented through two instructional methods on college students' achievement in probability. A mixed methods design that utilized a pre-test (with multiple-choice items) and post-test (with multiple-choice and open-ended items) in treatment and control groups in an introductory statistics course was used. An analysis of pre-test scores indicated that students in the control and treatment groups had comparable initial probability knowledge. The results of the Wilcoxon Signed-Ranks test indicated that the multiple-choice scores of students in the control group were significantly lower on the post-test compared to the pre-test. In the case of the treatment group, student scores on the multiple-choice items did not increase significantly from the pretest to the post-test. In addition, the results of the Mann-Whitney test showed that the normalized gain scores of the treatment group were significantly different from those of the control group. Relative to the open-ended post-test items, the Mann-Whitney test indicated that the scores of the treatment group on these items were significantly higher than the scores of the control group. Overall, the total post-test achievement of students in the treatment group was significantly higher than that of students in the control group.
- Published
- 2017
47. Interview with Gail Burrill
- Author
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Rossman, Allan J. and Burrill, Gail
- Abstract
Gail Burrill is a Mathematics Specialist in the Program in Mathematics Education at Michigan State University. She previously served as secondary teacher and department chair. She was President of the National Council of Teachers of Mathematics and is currently President of the International Association for Statistical Education. She is a Fellow of the American Statistical Association. This interview took place via email on January 1-July 14, 2019.
- Published
- 2019
- Full Text
- View/download PDF
48. Face-to-Face and Computer Mediated Tutoring: A Comparative Exploration on High School Students' Math Achievement.
- Author
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Schpilberg, Barbara and Hubschman, Betty
- Abstract
This study explores computer-meditated tutoring and a traditional tutoring model that is carried out on a face-to-face basis and investigates whether there is a difference in high school students' mathematics achievement. In this study, there was no statistically significant difference between the face-to-face and the computer-mediated tutored students' mathematical achievement, and there was no significant difference between the students who had less than 10 tutoring sessions and students who had more than 10 tutoring sessions with regard to their mathematical achievement. The results imply that computer-mediated tutoring can be as effective as face-to-face tutoring with mathematical concepts. (KHR)
- Published
- 2003
49. Middle Grades Teachers' Enactment of Knowledge of Sampling
- Author
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Cross, Dionne I., Hudson, Rick A., Lee, Jean, and Vesperman, Crystal
- Abstract
In this study, we examined the ways in which teachers' statistical knowledge is enacted during instructional practice. Using classroom video recordings from three middle-grades' teachers, we qualitatively analyzed the conversations around a task designed to develop students' knowledge of statistical sampling. Our analyses showed how teachers' selection and use of contexts during instruction impacted students' opportunities for statistical reasoning. Our research extends other literature that has begun to identify the statistical knowledge needed for teaching. [For the complete proceedings, see ED584443.]
- Published
- 2013
50. Broadening Perspectives on Mathematics Thinking and Learning. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, Illinois, November 14-17, 2013)
- Author
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), Martinez, Mara V., and Superfine, Alison Castro
- Abstract
These Proceedings are a written record of the research presented at the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2013) held in Chicago, Illinois, November 14-17, 2013. The theme of the conference is Broadening Perspectives on Mathematics Thinking and Learning. The Proceedings include papers from 1 plenary talk, 2 panel presentations, 68 research reports, 121 brief research reports, 208 posters, and 14 working groups. Chapters include:(1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Math Processes; (6) Statistics and Probability; (7) Student Learning and Related Factors; (8) Teacher Education and Knowledge; (9) Teaching and Classroom Practice; (10) Technology; (11) Theory and Research Methods; and (12) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC.]
- Published
- 2013
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