The goal of the Authentic Statistics Project (ASP) is to make statistics meaningful to middle school students, particularly grade 8, and to assess the progress students make in learning statistics. One way of enhancing the value of statistics to middle school students is to demonstrate how statistics can be used to answer important questions and make everyday decisions. Within this context, students learn to perceive statistics as a valuable tool rather than a bother. This paper describes how ASP uses technology to facilitate both instruction and assessment by modeling performance standards for the statistical investigation process.
{"title":"The use of technology for modeling performance standards in statistics","authors":"Susanne P. Lajoie","doi":"10.52041/srap.96104","DOIUrl":"https://doi.org/10.52041/srap.96104","url":null,"abstract":"The goal of the Authentic Statistics Project (ASP) is to make statistics meaningful to middle school students, particularly grade 8, and to assess the progress students make in learning statistics. One way of enhancing the value of statistics to middle school students is to demonstrate how statistics can be used to answer important questions and make everyday decisions. Within this context, students learn to perceive statistics as a valuable tool rather than a bother. This paper describes how ASP uses technology to facilitate both instruction and assessment by modeling performance standards for the statistical investigation process.","PeriodicalId":264797,"journal":{"name":"Role of Technology IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128344072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although statistics education has been a concern of statisticians for over a century, it was only following the establishment of the Educational Committee within the International Statistical Institute at the end of 1948 that serious efforts began to stimulate international research and debate on the needs for education and training in statistics, as well as measures and programs to meet these needs. A detailed survey of how actively this committee and its recent successor, the International Association for Statistical Education, took up this challenge appears in Vere-Jones (1995).
尽管统计教育一个多世纪以来一直是统计学家关注的问题，但直到1948年底，在国际统计研究所内成立了教育委员会之后，才开始认真努力，激发国际上对统计教育和培训需求的研究和辩论，以及满足这些需求的措施和计划。Vere-Jones(1995)对该委员会及其最近的继任者国际统计教育协会(International Association for Statistical Education)如何积极应对这一挑战进行了详细调查。
{"title":"The role of technology in statistics education: a view from a developing region","authors":"M. Glencross, Kamanzi-wa Binyavanga","doi":"10.52041/srap.96502","DOIUrl":"https://doi.org/10.52041/srap.96502","url":null,"abstract":"Although statistics education has been a concern of statisticians for over a century, it was only following the establishment of the Educational Committee within the International Statistical Institute at the end of 1948 that serious efforts began to stimulate international research and debate on the needs for education and training in statistics, as well as measures and programs to meet these needs. A detailed survey of how actively this committee and its recent successor, the International Association for Statistical Education, took up this challenge appears in Vere-Jones (1995).","PeriodicalId":264797,"journal":{"name":"Role of Technology IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127757537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditional Israeli junior high school statistics usually emphasizes computation and neglects the development of a broader integrated view of statistical problem solving. Students are required to memorize isolated facts and procedures. Statistical concepts rarely originate from real problems, the learning environment is rigid, and, in general, there is just one correct answer to each problem. Even when the problems are real, the activities tend to be "unreal" and relatively superficial. The only view of statistics students can get from such a curriculum is of a collection of isolated, meaningless techniques, which is relatively irrelevant, dull, and routine. Many teachers ignore the compulsory statistics unit. The teachers maintain that there is no time, or that there is pressure to include "more important" mathematic topics, as well as lack of interest and knowledge. We have developed a statistics curriculum (Ben-Zvi & Friedlander, 1997) in an attempt to respond to the need for more meaningful learning of statistics and have incorporated the use of available technology to assist in this endeavor.
{"title":"Statistical thinking in a technological environment","authors":"D. Ben-Zvi","doi":"10.52041/srap.96103","DOIUrl":"https://doi.org/10.52041/srap.96103","url":null,"abstract":"Traditional Israeli junior high school statistics usually emphasizes computation and neglects the development of a broader integrated view of statistical problem solving. Students are required to memorize isolated facts and procedures. Statistical concepts rarely originate from real problems, the learning environment is rigid, and, in general, there is just one correct answer to each problem. Even when the problems are real, the activities tend to be \"unreal\" and relatively superficial. The only view of statistics students can get from such a curriculum is of a collection of isolated, meaningless techniques, which is relatively irrelevant, dull, and routine. Many teachers ignore the compulsory statistics unit. The teachers maintain that there is no time, or that there is pressure to include \"more important\" mathematic topics, as well as lack of interest and knowledge. We have developed a statistics curriculum (Ben-Zvi & Friedlander, 1997) in an attempt to respond to the need for more meaningful learning of statistics and have incorporated the use of available technology to assist in this endeavor.","PeriodicalId":264797,"journal":{"name":"Role of Technology IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116395522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the past few decades, technological resources have become widely available for use in the teaching of statistics. This is particularly true in developed countries; developing countries are catching up at a slower pace. Technological resourses, such as electronic calculators and computers, play a significant role, not only in the classroom environment but in everyday life (e.g., in supermarkets, the banking industry, and travel agents). Above all else, the progress in computing technology has had an important effect on statistical education. This, coupled with the pressing considerations of the requirements of statistical courses, has resulted in changes in how statistics is taught. The recommendations made by the Round Table Conference in 1984 are examined here by commenting on the outcomes of these recommendations and looking at new advances in technology and their applications. Work currently being conducted in Pakistan will be reported, as well as the implications of this for other developing countries.
{"title":"How technological introduction changes the teaching of statistics and probability at the college level","authors":"Susan Starkings","doi":"10.52041/srap.96403","DOIUrl":"https://doi.org/10.52041/srap.96403","url":null,"abstract":"During the past few decades, technological resources have become widely available for use in the teaching of statistics. This is particularly true in developed countries; developing countries are catching up at a slower pace. Technological resourses, such as electronic calculators and computers, play a significant role, not only in the classroom environment but in everyday life (e.g., in supermarkets, the banking industry, and travel agents). Above all else, the progress in computing technology has had an important effect on statistical education. This, coupled with the pressing considerations of the requirements of statistical courses, has resulted in changes in how statistics is taught. The recommendations made by the Round Table Conference in 1984 are examined here by commenting on the outcomes of these recommendations and looking at new advances in technology and their applications. Work currently being conducted in Pakistan will be reported, as well as the implications of this for other developing countries.","PeriodicalId":264797,"journal":{"name":"Role of Technology IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128249492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology offers an end to the tedious and laborious computations in data analysis, but it also offers the possibility of a total lack of feeling for what is being done in the analysis, and a blind assumption that if the computer or calculator has done it then it must be right.
{"title":"Developing probabilistic and statistical reasoning at the secondary level through the use of data and technology","authors":"James Nicholson","doi":"10.52041/srap.96102","DOIUrl":"https://doi.org/10.52041/srap.96102","url":null,"abstract":"Technology offers an end to the tedious and laborious computations in data analysis, but it also offers the possibility of a total lack of feeling for what is being done in the analysis, and a blind assumption that if the computer or calculator has done it then it must be right.","PeriodicalId":264797,"journal":{"name":"Role of Technology IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132583073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The world today is described as a world based on information (National Council of Teachers of Mathematics, 1989), and reports on the rapid increase of information use figures such as " doubling every four years " or " increasing exponentially. Technology is not only responsible for producing much of this information, it is a critical tool in the way information is analyzed. Processing information often falls into the domain of statistics, and, although statistics has recently become a part of the mainstream curriculum in the United States, lessons are often focused on simple plots and finding standard measures of center, not on the task of processing information into useful and meaningful statements that can aid in understanding situations and making decisions. Recent developments in technology, including graphing calculators and statistics software packages with simulation capability, have the potential to transform the statistical content in the curriculum and how this content is taught. In general, the potential for graphing calculators to radically change the teaching of mathematics is enormous. On a voluntary basis, secondary teachers in the United States have embraced them as an exciting and useful tool for the classroom. Hundreds of workshops are given each year, usually by teachers teaching other teachers, where participants learn to use the spreadsheet functions, graphing capabilities, and the programming logic of the calculators. The secondary mathematics curriculum has begun to reflect the changes made possible by the calculator; for example, students study functions in great detail, collect and analyze data from scientific experiments, and use programs to do complicated sorting and analyses. These changes also have an affect on the statistics curriculum. Technology makes statistics and statistical reasoning accessible to all students. Students can analyze data numerically and graphically, compare expected results to observed results, create models to describe relationships, and generate simulations to understand probabilistic situations in ways that would not be possible without technology. Technology allows students to use real data in real situations. It also allows students to move easily between tabular representations, graphical representations, and symbolic representations of the data, and provides the opportunity to think about how each representation contributes to understanding the data. Students learn to recognize that considering either number summaries or graphical representations alone can be misleading. The plots in Figure 1 were created from a dataset generated by John McKenzie from Babson College. Number summaries alone of these data are misleading; in each case, …
{"title":"Graphing calculators and their potential for teaching and learning statistics","authors":"Gail Burrill","doi":"10.52041/srap.96101","DOIUrl":"https://doi.org/10.52041/srap.96101","url":null,"abstract":"The world today is described as a world based on information (National Council of Teachers of Mathematics, 1989), and reports on the rapid increase of information use figures such as \" doubling every four years \" or \" increasing exponentially. Technology is not only responsible for producing much of this information, it is a critical tool in the way information is analyzed. Processing information often falls into the domain of statistics, and, although statistics has recently become a part of the mainstream curriculum in the United States, lessons are often focused on simple plots and finding standard measures of center, not on the task of processing information into useful and meaningful statements that can aid in understanding situations and making decisions. Recent developments in technology, including graphing calculators and statistics software packages with simulation capability, have the potential to transform the statistical content in the curriculum and how this content is taught. In general, the potential for graphing calculators to radically change the teaching of mathematics is enormous. On a voluntary basis, secondary teachers in the United States have embraced them as an exciting and useful tool for the classroom. Hundreds of workshops are given each year, usually by teachers teaching other teachers, where participants learn to use the spreadsheet functions, graphing capabilities, and the programming logic of the calculators. The secondary mathematics curriculum has begun to reflect the changes made possible by the calculator; for example, students study functions in great detail, collect and analyze data from scientific experiments, and use programs to do complicated sorting and analyses. These changes also have an affect on the statistics curriculum. Technology makes statistics and statistical reasoning accessible to all students. Students can analyze data numerically and graphically, compare expected results to observed results, create models to describe relationships, and generate simulations to understand probabilistic situations in ways that would not be possible without technology. Technology allows students to use real data in real situations. It also allows students to move easily between tabular representations, graphical representations, and symbolic representations of the data, and provides the opportunity to think about how each representation contributes to understanding the data. Students learn to recognize that considering either number summaries or graphical representations alone can be misleading. The plots in Figure 1 were created from a dataset generated by John McKenzie from Babson College. Number summaries alone of these data are misleading; in each case, …","PeriodicalId":264797,"journal":{"name":"Role of Technology IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116166404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ConStatS has been in development at the Tufts University Curricular Software Studio for the past nine years. From the beginning, the goal of the project was to develop software that offered students a chance to actively experiment with concepts taught in introductory statistics courses. It is a joint product of faculty from engineering, psychology, sociology, biology, economics, and philosophy. During the past nine years, there have been periods alternatively devoted to development, assessment, and classroom use.
{"title":"Overview of ConStatS and the ConStatS assessment","authors":"Steve Cohen, R. Chechile","doi":"10.52041/srap.96203","DOIUrl":"https://doi.org/10.52041/srap.96203","url":null,"abstract":"ConStatS has been in development at the Tufts University Curricular Software Studio for the past nine years. From the beginning, the goal of the project was to develop software that offered students a chance to actively experiment with concepts taught in introductory statistics courses. It is a joint product of faculty from engineering, psychology, sociology, biology, economics, and philosophy. During the past nine years, there have been periods alternatively devoted to development, assessment, and classroom use.","PeriodicalId":264797,"journal":{"name":"Role of Technology IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131916153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, I will report and summarize some preliminary results of two ongoing studies. The aim is to identify problem areas and difficulties of students in elementary data analysis based on preliminary results from the two ongoing studies. The general idea of the two projects is similar. Students took a course in data analysis where they learned to use a software tool, used the tool during the course, and worked on a data analysis project with this tool at the end of the course. The course covered elementary data analysis tools, such as variables and variable types, box plots, frequency tables and graphs, two-way frequency tables, summary measures (median, mean, quartiles, interquartile range, range), scatterplots, and line plots. The grouping of data and the comparison of distributions in the subgroups defined by a grouping variable was an important idea related to studying the dependence of two variables. The methods for analyzing dependencies differed according to the type of variables: for example, scatterplots were used in the case of two numerical variables, and two-way frequency tables and related visualizations were used in the case of two categorical variables. I have been interested in students' knowledge and competence in using the software tool for working on a data analysis task. For this purpose, students were provided with data and given related tasks. The two studies differed in their basic design. In the " Barriers project, " students were directly interviewed with regard to the data with which they were familiar from the course and which they had used as basis for a class project. This design allowed the researchers to focus on preconceived problem areas. In the "CoSta project," students were allotted approximately one hour for working in pairs on the data and the task before interviewers entered and discussed the results of their inquiry with them. This design provided more room for exploration of the data by the student pairs. However, the subsequent discussion was very dependent on the students' results. In both studies, the interviewers adopted a tutorial or teacher role to an extent that was not intended in the interviews' original design. The Barriers project is a collaborative project between C. Konold (University of Massachusetts, Amherst) and H. Steinbring (University of Dortmund, Germany). The students involved were 12th graders at an American high school who had completed a statistics course that used the software DataScope (Konold & Miller, …
{"title":"Students' difficulties in practicing computer-supported data analysis: some hypothetical generalizations from results of two exploratory studies","authors":"Rolf Biehler","doi":"10.52041/srap.96303","DOIUrl":"https://doi.org/10.52041/srap.96303","url":null,"abstract":"In this paper, I will report and summarize some preliminary results of two ongoing studies. The aim is to identify problem areas and difficulties of students in elementary data analysis based on preliminary results from the two ongoing studies. The general idea of the two projects is similar. Students took a course in data analysis where they learned to use a software tool, used the tool during the course, and worked on a data analysis project with this tool at the end of the course. The course covered elementary data analysis tools, such as variables and variable types, box plots, frequency tables and graphs, two-way frequency tables, summary measures (median, mean, quartiles, interquartile range, range), scatterplots, and line plots. The grouping of data and the comparison of distributions in the subgroups defined by a grouping variable was an important idea related to studying the dependence of two variables. The methods for analyzing dependencies differed according to the type of variables: for example, scatterplots were used in the case of two numerical variables, and two-way frequency tables and related visualizations were used in the case of two categorical variables. I have been interested in students' knowledge and competence in using the software tool for working on a data analysis task. For this purpose, students were provided with data and given related tasks. The two studies differed in their basic design. In the \" Barriers project, \" students were directly interviewed with regard to the data with which they were familiar from the course and which they had used as basis for a class project. This design allowed the researchers to focus on preconceived problem areas. In the \"CoSta project,\" students were allotted approximately one hour for working in pairs on the data and the task before interviewers entered and discussed the results of their inquiry with them. This design provided more room for exploration of the data by the student pairs. However, the subsequent discussion was very dependent on the students' results. In both studies, the interviewers adopted a tutorial or teacher role to an extent that was not intended in the interviews' original design. The Barriers project is a collaborative project between C. Konold (University of Massachusetts, Amherst) and H. Steinbring (University of Dortmund, Germany). The students involved were 12th graders at an American high school who had completed a statistics course that used the software DataScope (Konold & Miller, …","PeriodicalId":264797,"journal":{"name":"Role of Technology IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114263187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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