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The term ‘statistical thinking’ might seem straightforward at face value, yet defining it precisely remains a challenge. What exactly constitutes statistical thinking? And how does it differentiate from other forms of thinking? To date, the academic community lacks a universally accepted definition. Thus, this study employed a retrospective research method, examining and analyzing the discourse on statistical thinking in international journals over the past 30 years, integrating findings from 44 papers. Beyond analyzing research trends, this study also compiled seven definitions or structures of statistical thinking. The results indicate that various fields have favored definitions or structures, but regardless of the chosen definition or structure, there is a consistent association with the concept of variation. Concluding, the researchers reviewed the curriculum guidelines for 12-year basic education and the implications of statistical education within Taiwan’s curriculum, offering tangible recommendations for future investigations. [ABSTRACT FROM AUTHOR]

A survey conducted at Cornell University explored the expectations, preferences, and concerns of students entering a large introductory statistics course. They were asked the first week of the term what they anticipated being similar or different from their high school statistics (or comparable math) class. Most expected the college class would be more difficult and they would have to do more independent learning. They expressed a preference to spend 66% of class time in a lecture and 34% in active learning. Students were overall very concerned about the course being too fast paced and too difficult and that they would receive too few in-depth explanations. Presentiments were also compared within demographic subgroups. Female students consistently showed higher rates of concern than male students. Asian students were most concerned about knowing what to study, while underrepresented students were primarily concerned about the difficulty of the subject. International students worried most about receiving too few in-depth explanations, while first-generation students were apprehensive about being expected to do too much independent learning. Resources to address specific delineated issues are included.

The Generative Pre-trained Transformer (GPT) is a highly advanced natural language processing model. This model can generate conversation-style responses to user input. The rapid rise of GPT has transformed academic domains, with studies exploring the potential of chatbots in education. This research investigates the effectiveness of ChatGPT 3.5, ChatGPT 4.0 by OpenAI, and Chatbot Bing by Microsoft in solving statistical exam-type problems in the educational setting. In addition to quantifying the errors made by these chatbots, this study seeks to understand the causes of these errors to provide recommendations. A mixed-methods approach was employed to achieve this goal, including quantitative and qualitative analyses (Grounded Theory with semi-structured interviews). The quantitative stage involves statistical problem-solving exercises for undergraduate engineering students, revealing error rates based on the reason for the error, statistical fields, sub-statistics fields, and exercise types. The quantitative analysis provided crucial information necessary to proceed with the qualitative study. The qualitative stage employs semi-structured interviews with selected chatbots; this includes confrontation between them that generates agreement, disagreement, and differing viewpoints. On some occasions, chatbots tend to maintain rigid positions, lacking the ability to adapt or acknowledge errors. This inflexibility may affect their effectiveness. The findings contribute to understanding the integration of AI tools in education, offering insights for future implementations and emphasizing the need for critical evaluation and responsible use. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Generative Pre-trained Transformer (GPT) is a highly advanced natural language processing model. This model can generate conversation-style responses to user input. The rapid rise of GPT has transformed academic domains, with studies exploring the potential of chatbots in education. This research investigates the effectiveness of ChatGPT 3.5, ChatGPT 4.0 by OpenAI, and Chatbot Bing by Microsoft in solving statistical exam-type problems in the educational setting. In addition to quantifying the errors made by these chatbots, this study seeks to understand the causes of these errors to provide recommendations. A mixed-methods approach was employed to achieve this goal, including quantitative and qualitative analyses (Grounded Theory with semi-structured interviews). The quantitative stage involves statistical problem-solving exercises for undergraduate engineering students, revealing error rates based on the reason for the error, statistical fields, sub-statistics fields, and exercise types. The quantitative analysis provided crucial information necessary to proceed with the qualitative study. The qualitative stage employs semi-structured interviews with selected chatbots; this includes confrontation between them that generates agreement, disagreement, and differing viewpoints. On some occasions, chatbots tend to maintain rigid positions, lacking the ability to adapt or acknowledge errors. This inflexibility may affect their effectiveness. The findings contribute to understanding the integration of AI tools in education, offering insights for future implementations and emphasizing the need for critical evaluation and responsible use.

Copyright of Acta Universitaria is the property of Universidad de Guanajuato/Acta Universitaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Statistics does not enjoy a good reputation in school education; even mathematics educators in training and in practice show weaknesses in this discipline. This study sought to identify the meanings of mathematics teachers in initial training in relation to the importance of statistics education and to characterize their perspective on limitations in their formative process in the area. This qualitative study evaluated ten participants through a questionnaire focused on the importance of statistics and the perceived limitations on their training in this area in their professional career. Using thematic content analysis, we identified meanings that highlight the usefulness of statistics to solve problems, but also dissatisfaction with the teaching of the discipline. We conclude that, although future teachers perceive statistics as relevant, they assume the training received as traditional, devoid of context and without the use of research as an applied strategy of statistical reasoning. [ABSTRACT FROM AUTHOR]

This research aims to analyze how the theoretical and empirical research developed in the last decade (2012 - 2022), in the literacy cycle (1st and 2nd year), which reinforce or refute the proposal of the National Common Curricular Base (BNCC), on the Teaching Statistics. For this, a Systematic Literature Review was carried out, of research developed in Brazil and published in journals. The results indicate that even if highlighted in official guiding documents, the proposal for Statistical Education is not always implemented in a way that favors student protagonism. Sometimes it is limited to passive observation of shared information, not always referenced. Such points clash with the proposal to favor a critical analysis by students of data that are consumed daily. Such gaps can be grouped into three focal points: a) lack of ongoing teacher training to work with statistical content; b) elaboration of didactic materials that approach such contents in a "shallow" way; c) scarcity of research that shows the gap when dealing with the teaching-learning of statistics in Brazil. The relevance of resolute actions for the points raised is also highlighted, considering that the Teaching of Statistics provides the progressive development of skills such as critical thinking and argumentation based on facts, providing a work articulated with the general competences of the BNCC. [ABSTRACT FROM AUTHOR]

The use of Statistics nowadays is fundamental. There is countless information that digital and technological media disseminate on social networks, websites, newspapers, media outlets and news platforms. People are increasingly being encouraged to use the most diverse technologies to “help make” decisions. Therefore, educational systems seek to keep up with this development and demand. In teaching Statistics, ICTs have proven to be pleasant support tools for teachers and students in the teaching-learning process. In this sense, it developed a collection of activities for teaching Probability and Statistics in Elementary School, involving electronic spreadsheets. The theoretical framework used was based on Statistical Education, the use of technologies and electronic spreadsheets in educational environments. The sequence was applied to a sample of 61 students and the results were analyzed using a qualitative-quantitative approach. The methodology used follows the assumptions of action research, in the qualitative form of an interpretative nature, and quantitatively, with the application of Fisher's exact statistical tests, McNemar and Wilcoxon. The results showed that the application of the proposed collection of activities contributed to improving student performance and motivation and participation in classes. During the process it was noticed that the students still had difficulties in relation to previous statistics content. [ABSTRACT FROM AUTHOR]

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to explore the strategies used by Costa Rican primary school students when comparing urn probabilities. The sample was intentional and consisted of 55 6th graders. Using an interpretive approach, we analyzed the children’s responses to a questionnaire of five probability comparison items taken from previous studies, including different levels of proportional reasoning. Results indicate that problems in the first levels of proportional reasoning were solved easily by students, while problems at higher levels increased in difficulty. One-variable strategies, which compare only the favorable or unfavorable cases in both urns, are predominant; although there are correspondence strategies, few students show complete proportional reasoning. Aside from slight variations, results are similar to previous studies, which suggests that this task is influenced more by the child’s level of maturity than the instruction received.

The purpose of this text is to present an experience report on the teaching of Statistics content. The classes were aimed at three groups, all from the last year, two from high school and one from the technical course in agriculture integrated with high school. They took place during the pandemic, in the second half of 2020. In this sense, we discuss the limits, difficulties and challenges of teaching-learning Mathematics, in this moment of remote modality, between synchronous and asynchronous classes. The evaluative activity proposed was that the students, divided into groups, would carry out a survey by sampling, but there were steps to be taken by the groups, such as elaboration of a questionnaire, elaboration and editing of graphics. The results show that this proposal enabled interaction between students, use of digital tools and textual production. The most discussed topic was related to habits in the pandemic.

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital technologies have intensified the production and access to information available worldwide. The intense and growing traffic of digital content carries with it a significant amount of statistical concepts propagated by means of communication and interaction. Interested in this theme, we selected part of a research to highlight and discuss the use of technologies in Statistical Education. For that, some aspects and possibilities are analyzed with a view to statistical literacy. From the perspective of the methodology of the "our school survey your opinion" program (Nepso), some results of the use of WhatsApp, Facebook and Excel in opinion educative survey, carried out by elementary school students, are explored with a view to reflecting on the contributions and limitations of technologies in statistical learning. Thus, it is concluded, among other things, that Nepso, combined with the use of these technologies, is an important didactic investment for Statistical Education.

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Computer & Education is the property of Tokyo CIEC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Computer & Education is the property of Tokyo CIEC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Summary: As sources of data become more plentiful and massive datasets are easier to acquire, new ethical issues arise involving data quality and privacy, and the analysis, interpretation and dissemination of data‐driven decisions. There are numerous anecdotes involving abuses of complex data analyses and algorithms, and the impact they have had on society. In this paper, we discuss what statisticians can do to help enhance data science ethics in practice and what statistics educators can do to instil sound ethical behaviour in our students. We have opportunities to practice and teach ethical conduct relevant to all stages of the data life cycle. This paper discusses issues impacting ethical data science, with a focus on how statisticians can help raise awareness and encourage implementation of ethical best practices. [ABSTRACT FROM AUTHOR]

This article aims to investigate how Vygotsky's Historical-Cultural Theory can contribute to the critical reflection of teaching practices of measures of central tendency in the Statistics class. For this, a bibliographic review. Afterwards, some approaches considered frequent in the process of teaching-learning-evaluation of the concepts of Mean, Mode and Median in the light of concepts worked by Vygotsky, aiming to understand how their theory can offer a solid base of knowledge that assist teachers in formulating their own approaches to these contents. Finally, this bibliographic survey provided indications that teachers who teach concepts related to Statistics can actually use knowledge about Vygotsky's Historical-Cultural Theory in order to improve their teaching practices.

This article presents how production in statistical education has developed in the last five years, with a focus on publications generated in Latin America. A systematic review was used, with the PICo strategy. As sources for locating the articles, the databases used in preliminary searches were the Capes platform (conventional database) and Google Scholar. The publication period chosen was 2014 through 2019. To include the articles, two independent readers read the titles and abstracts, considering the following inclusion criteria for the review. They should: i) Be developed in Latin America, ii) Approach the statistics teaching and iii) Comment on basic education or some aspect of it. When two reviewers disagreed, a third independent reviewer read the articles and decided to include them. A total of 659 articles returned from conventional databases and 43 were included in the review after applying the inclusion criteria. Regarding Google Scholar, 970 articles returned from the search and 220 were included in the review, after applying the inclusion criteria. The results showed Brazil as the largest producer of articles in Latin America, encompassing articles on mathematical modelling used in basic education, prospective teachers' training, the use of digital technologies, problem solving through games and interpretation of statistical measures, concepts such as thinking, literacy, and statistical reasoning in most of them, while topics such as special education and early childhood education and the history of statistics were rarely addressed. [ABSTRACT FROM AUTHOR]

O presente artigo tem por objetivo analisar um processo de formação por meio da metodologia de projetos, sobre noções básicas de estatística, realizado com 26 futuros professores de Matemática. Para tal, buscamos fundamentação na teoria da idoneidade didática, a qual embasou todo o processo de planejamento e análise dos dados. A pesquisa, de caráter qualitativo, caracteriza-se como explicativa, de acordo com os seus objetivos, e seguiu os preceitos da pesquisa-ação. Os resultados apontam que desenvolver um projeto a partir de temas escolhidos pelos estudantes contempla aspectos da dimensão afetiva e epistêmica da idoneidade didática. Apesar de os estudantes perceberem a importância da estatística, apresentaram dificuldade em aplicar os conceitos estatísticos nas situações práticas desenvolvidas ao longo do projeto. Por outro lado, a gestão do processo investigativo permitiu ao professor retomar os conceitos trabalhados na disciplina e evidenciar aos estudantes a contribuição destes na compreensão do fenômeno em estudo. [ABSTRACT FROM AUTHOR]

This paper analyses and reflects on the results of the implementation of a teaching sequence in statistics involving quantitative variables and the role of representation records in the transnumeration of raw data in the box-plot. It is a descriptive qualitative field research, covering, as a methodology, the stages of the investigative cycle, in which 31 high school students participated. These students analysed their data on the relationship between study habits and performance in the course of mathematics. As a result, it was possible to verify the complexity of working with quantitative variables, and the complexity of constructing the boxplot with real data in the classroom. The strategies adopted contributed to the understanding of data and statistical concepts in context. Furthermore, the study revealed that the methodology adopted led students to engage in the activity, raised awareness on the factors that interfere with school performance, the importance of proper habits, and the frequency of study for learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on statistical education in childhood is recent in Brazil. The research has been mainly driven by curriculum reforms and the creation of research groups that investigate teaching, learning, and teacher education practices. The present paper emerges from this scenario and has the aim of investigating practices of creative insubordination of teachers proposing and acting on problems of statistical and probabilistic literacy under a problematizing perspective. The intention is to ask: 'What evidence of statistical and probabilistic learning emerges when teacher-researchers participating in collaborative groups narrate their actions of creative insubordination?' The term 'creative insubordination' refers to professionals acting counter to rules and directives when seeking to protect those to whom they provide services and in order to provide better conditions. In the case of Brazilian teachers, it is argued that they can be creatively insubordinate by proposing problems in statistics and probability, listening to the children and encouraging them to problematize and create strategies and procedures for solving statistical problems, in a perspective that encompasses their social practices. From the analysis emerged a common aspect of the teachers' practices that refers to the fact that they provide an investigative atmosphere in which children discuss, question and reflect, proposing creative solutions to statistical problems. Children learn to defend their views and rights. Thus, the statistical and probabilistic learning becomes more significant for children. [ABSTRACT FROM AUTHOR]

In this article, the authors' objective is to highlight the methodology applied in the data analysis of an investigation carried out regarding the reasoning about variability. This text is an excerpt from a master's research in the area of Statistical Education that sought to investigate whether it is possible to enhance the understanding of the concept of variability through videos of Statistical Education. The videos created with a focus on concepts that involve understanding variability were analyzed by teachers and students through a validation instrument. This validation instrument consisted of a questionnaire that addressed different characteristics of the videos produced. The data collected using this instrument were analyzed using the similarity analysis method with the support of the CHIC software (Implicative and Cohesive Hierarchical Classification). In the present article, the analysis carried out using this methodological resource is exposed. Based on the results of the analysis, it is possible to state that the videos achieved the objectives proposed in the research, and it was also identified an advance in the understanding of the concept of variability among the research participants after watching the videos. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Typically, training in Russia for professionals includes school, university, and postgraduate education. People make their choice regarding university or job after school, and they choose jobs after university. These are very sensitive matters. Help in making the right choice is a real asset. The Russian Association of Statisticians (RASt) is an independent, non-profit organisation that does not provide statistical education as a university and does not collect and process data as a statistical institution. But RASt helps students, universities, and producers of statistical data find each other. The paper describes the activities of RASt which organises the school competition in statistics called “Trend” to support students in choosing a profession and the kick-off competition “Career” for university students to help them get to know their employers. The organisers of the competition for school children usually face a number of problems related to the young age of participants and to limited funding. If we are talking about such a country as huge as Russia, the problems increase. To solve these problems, organisers use a combination of competition of presentations about original statistical researches provided by school teams in regions and an online quiz on statistical topics at the final stage. Technologically, the entire process is supported by ROSSTAT with its IT network. The organisers hope that the competition will make the profession of statistician more popular in Russia and attract more students to statistical programmes in universities. [ABSTRACT FROM AUTHOR]

This is a proposal to teach some mathematical topics, statistics in particular, that Nolan, Temple Lang, Kaplan, Pruim and Horton developed as part of the Mosaic Project, trying to show a modern approach to statistical education, making an intense use of computational and graphics utilities using the R computing language. But the student of these different subjects needs to have some computational topics in the curriculum, which do not presently exist. Their proposal came with materials for instructors and students, using R to teach statistics and calculus. Some examples of that material are included here. [ABSTRACT FROM AUTHOR]

In this work, we present the results of the implementation of the Assessment Guide of Didactic Suitability of planned Instructional processes about Educational Statistics (AGDS-IES) in four Chilean training programs of teaching statistics for mathematics teachers. Following a qualitative methodology and through a content analysis, the presence or absence of each of the indicators that compose the AGDSIES was identified, within the framework of the Didactic Suitability Theory. It is concluded that the programs have a high degree of suitability for the affective, interactional and mediational facets, but only with a medium degree in the epistemic, cognitive and ecological facets. [ABSTRACT FROM AUTHOR]

This paper aims to investigate and map the scientific production of research carried out in the area of Statistical Education published in the annals of the International Seminar of Research in Mathematical Education - SIPEM in the Working Group - Statistical Education (GT12) of the Brazilian Society of Mathematical Education (SBEM) in the last eighteen years. The choice of this event is due to its importance for the research area of Mathematical Education and Statistical Education. In this sense, a research was developed that allowed to systematically categorize and map the 61 works published in GT12 - Statistical Education - presented in all editions of the event carried out so far, to identify thematic trends, researchers, institutions and content addressed. Its was identified 5 thematic focuses and 20 thematic subfocus. It was evidenced that the greatest number of papers presented at the event come from the Postgraduate Studies Program in Mathematics Education of Pontifícia Universidade Católica de São Paulo followed by Universidade Federal de Pernambuco and by Universidade Cruzeiro do Sul. [ABSTRACT FROM AUTHOR]

This paper aims to present a State of Knowledge of scientific production on teacher education in special editions and a Statistical Education journal. In the content analysis of the 17 selected articles, two categories were considered. In the first, which focused on the initial formation of the Mathematics teacher, researches emerged about the undergraduate curriculum, pedagogical strategies, and technological resources. While in the second, in which the continuous formation of the teacher that teaches Statistics was observed, investigations about formation courses, collaborative contexts, pedagogical activities, teaching perceptions and characterization of these profiles, have also emerged. We identified a leading role in studies about continuing education, especially through courses and collaborative practices. [ABSTRACT FROM AUTHOR]

In this editorial, we introduce the multimethod concept of thinking meta-generatively, which we define as directly integrating findings from the extant literature during the data collection, analysis, and interpretation phases of primary studies. We demonstrate that meta-generative thinking goes further than do other research synthesis techniques (e.g., meta-analysis) because it involves metasynthesis not only across studies but also within studies-- thereby representing a multimethod approach. We describe how meta-generative thinking can be maximized/optimized with respect to quantitative research data/findings via the use of Bayesian methodology that has been shown to be superior to the inherently flawed null hypothesis significance testing. We contend that Bayesian meta-generative thinking is essential, given the potential for divisiveness and farreaching sociopolitical, educational, and health policy implications of findings that lack generativity in a posttruth and COVID-19 era. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roteiro is the property of Roteiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)