This article reports on research in which a teacher and researcher from a Brazilian public school conducts civic statistics teaching practices with multivariate data, based on Engel’s (2017) and on Freire’s (1989) reading of the world. The research with seven- and eight-year-old children illustrates the complexity of statistical thinking that starts from examining real data from the virtual comparison tool Dollar Street on how people live in the world. The aim is to understand how children invest in a multivariate dataset of images, texts, coded symbols, and locations to draw conclusions about reality. During the progression of the research, the broader issue of promoting the learning and use of statistical language was encountered. The outcomes highlight the potential for using multivariate data from meaningful contexts and personal experiences to expand children’s awareness of themselves and of the world through statistics.
{"title":"READING AND WRITING THE WORLD WITH CHILDREN: STATISTICAL THINKING AND MULTIVARIATE DATA","authors":"Roberta SCHNORR BUEHRING, Regina Célia Grando","doi":"10.52041/serj.v22i2.446","DOIUrl":"https://doi.org/10.52041/serj.v22i2.446","url":null,"abstract":"This article reports on research in which a teacher and researcher from a Brazilian public school conducts civic statistics teaching practices with multivariate data, based on Engel’s (2017) and on Freire’s (1989) reading of the world. The research with seven- and eight-year-old children illustrates the complexity of statistical thinking that starts from examining real data from the virtual comparison tool Dollar Street on how people live in the world. The aim is to understand how children invest in a multivariate dataset of images, texts, coded symbols, and locations to draw conclusions about reality. During the progression of the research, the broader issue of promoting the learning and use of statistical language was encountered. The outcomes highlight the potential for using multivariate data from meaningful contexts and personal experiences to expand children’s awareness of themselves and of the world through statistics.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49653257","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 objective of this article is to discuss the development of statistical and probabilistic reasoning in childhood as a result of an interdisciplinary project, involving the fields of mathematics, statistics, and life sciences. This is a case study with three 10-year-old students from a Brazilian school. The children’s oral and written narratives are used as a methodological path. It is an investigation process that examines human actions and considers social practices, subjective experience, identity, beliefs, emotions, values, context, and complexity. The results show that an interdisciplinary study involving life sciences, mathematics and statistics promoted the development of statistical and probabilistic reasoning, appropriate to the age group, enabling the children to positively rescale their eating habits.
{"title":"DEVELOPMENT OF A STATISTICAL RESEARCH PROJECT IN CHILDHOOD: INTERFACES WITH LIFE SCIENCES","authors":"Celi Espasandin Lopes, Adriana Augusto, Sezilia Toledo","doi":"10.52041/serj.v22i2.439","DOIUrl":"https://doi.org/10.52041/serj.v22i2.439","url":null,"abstract":"The objective of this article is to discuss the development of statistical and probabilistic reasoning in childhood as a result of an interdisciplinary project, involving the fields of mathematics, statistics, and life sciences. This is a case study with three 10-year-old students from a Brazilian school. The children’s oral and written narratives are used as a methodological path. It is an investigation process that examines human actions and considers social practices, subjective experience, identity, beliefs, emotions, values, context, and complexity. The results show that an interdisciplinary study involving life sciences, mathematics and statistics promoted the development of statistical and probabilistic reasoning, appropriate to the age group, enabling the children to positively rescale their eating habits.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44750885","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}
This paper reports the statistical and probabilistic reasoning of young children in terms of randomness, variability, and data representations in the context of informal inferential reasoning (IIR). Using the IIR approach, a task was designed and conducted one-on-one with 28 children aged 5 to 6 years old, in a case study setting. The researcher used a voice recorder during interviews, took photos, and recorded field notes. The data were analyzed according to the principles of informal inferential reasoning, which are generalizing beyond the data, using data as evidence for generalizing, and using probabilistic language whilst being aware of uncertainty. The findings indicate that young children are capable of making informal inferences from a sample space, describing event probability, and constructing bar graph and pie chart data representations.
{"title":"YOUNG CHILDREN’S PROBABILISTIC AND STATISTICAL REASONING IN THE CONTEXT OF INFORMAL STATISTICAL INFERENCE","authors":"Gamze Kurt","doi":"10.52041/serj.v22i2.434","DOIUrl":"https://doi.org/10.52041/serj.v22i2.434","url":null,"abstract":"This paper reports the statistical and probabilistic reasoning of young children in terms of randomness, variability, and data representations in the context of informal inferential reasoning (IIR). Using the IIR approach, a task was designed and conducted one-on-one with 28 children aged 5 to 6 years old, in a case study setting. The researcher used a voice recorder during interviews, took photos, and recorded field notes. The data were analyzed according to the principles of informal inferential reasoning, which are generalizing beyond the data, using data as evidence for generalizing, and using probabilistic language whilst being aware of uncertainty. The findings indicate that young children are capable of making informal inferences from a sample space, describing event probability, and constructing bar graph and pie chart data representations.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46213713","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}
Implementing formative assessment in large-enrollment statistics courses is recommended by mathematics and statistics education communities. Yet research maintains that large-enrollment courses employ few, if any, formative assessments, exacerbating negative attitudes toward statistics and low student achievement. This conceptual essay applies an andragogical approach to the theories of self-efficacy, self-regulation, and formative assessment. A literature review explicates the associations between formative assessment with feedback and reassessment with student attitudes and achievement. Resulting from the review, a conceptual framework is proposed that illustrates the relations between the elements of formative assessment cycles and student attitudes and achievement. The implications of this conceptual framework suggest a comprehensive transformation of assessment practices to provide pathways for student success in statistics courses.
{"title":"A CONCEPTUAL FRAMEWORK FOR FORMATIVE ASSESSMENT IN LARGE-ENROLLMENT INTRODUCTORY STATISTICS","authors":"KimberLeigh Felix Hadfield","doi":"10.52041/serj.v22i1.99","DOIUrl":"https://doi.org/10.52041/serj.v22i1.99","url":null,"abstract":"Implementing formative assessment in large-enrollment statistics courses is recommended by mathematics and statistics education communities. Yet research maintains that large-enrollment courses employ few, if any, formative assessments, exacerbating negative attitudes toward statistics and low student achievement. This conceptual essay applies an andragogical approach to the theories of self-efficacy, self-regulation, and formative assessment. A literature review explicates the associations between formative assessment with feedback and reassessment with student attitudes and achievement. Resulting from the review, a conceptual framework is proposed that illustrates the relations between the elements of formative assessment cycles and student attitudes and achievement. The implications of this conceptual framework suggest a comprehensive transformation of assessment practices to provide pathways for student success in statistics courses.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45218929","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}
Active-learning pedagogical practices are encouraged in the education literature to improve academic outcomes. The research reported in this paper explored the effect of real-time interactive polling—a type of active learning—on three measures of academic outcome: final marks, student engagement, and failure probability. To provide credible impact estimates, a cluster randomized controlled trial in an introductory statistics class was conducted. With a little over 500 students, nine out of the 24 tutorial classes were conducted with real-time quizzes; the other 15 tutorial classes served as control classes. The results showed that this active-learning technique did not impact final marks and the probability of failing the subject. It did, however, increase tutorial attendance by about 24%, which corresponded to about 1.6 additional hours compared to the control classes. The findings support the literature on the benefits of classroom response systems that increase student engagement, student interest, and enjoyment from smaller group discussions.
{"title":"ACTIVE LEARNING AND ACADEMIC PERFORMANCE: THE CASE OF REAL-TIME INTERACTIVE STUDENT POLLING","authors":"A. Arjomandi, A. Paloyo, Sandy Suardi","doi":"10.52041/serj.v22i1.122","DOIUrl":"https://doi.org/10.52041/serj.v22i1.122","url":null,"abstract":"Active-learning pedagogical practices are encouraged in the education literature to improve academic outcomes. The research reported in this paper explored the effect of real-time interactive polling—a type of active learning—on three measures of academic outcome: final marks, student engagement, and failure probability. To provide credible impact estimates, a cluster randomized controlled trial in an introductory statistics class was conducted. With a little over 500 students, nine out of the 24 tutorial classes were conducted with real-time quizzes; the other 15 tutorial classes served as control classes. The results showed that this active-learning technique did not impact final marks and the probability of failing the subject. It did, however, increase tutorial attendance by about 24%, which corresponded to about 1.6 additional hours compared to the control classes. The findings support the literature on the benefits of classroom response systems that increase student engagement, student interest, and enjoyment from smaller group discussions.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46445032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial","authors":"Jennifer J. Kaplan","doi":"10.52041/serj.v22i1.665","DOIUrl":"https://doi.org/10.52041/serj.v22i1.665","url":null,"abstract":"","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46948153","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}
Recent educational reforms include a vision of integrating reflective practice and contextual consideration into statistics education. Yet, statistics courses are rarely taught in a way that connects the data-enriched world to the educational experiences of learners. This deficiency highlights the need for statistics teaching courses to be aligned with the endeavors to equip pre-service mathematics teachers (PMTs) with skills needed in a data-enriched world. The data for the case study reported in this paper were collected from a newly developed statistics teaching course implemented at a university in Turkey. The aim of the research was to explore how seven PMTs used their context knowledge of data to examine statistical information critically. Researchers collected and analyzed videos of classroom activities, PMTs’ written work, and their written Google Blogger reflections. Results suggested the PMTs’ evaluation of examined historical events shifted from an emphasis on personal knowledge and experiences to the use of statistical reasoning and contextual knowledge. Context helped them understand the story reflected in the data, revise their initial perceptions or understanding of the events under examination, and pose further statistical inquiry questions.
{"title":"ROLE OF CONTEXT IN STATISTICS: INTERPRETING SOCIAL AND HISTORICAL EVENTS","authors":"Z. Yilmaz, Kübra Ergül, Gürsu Aşık","doi":"10.52041/serj.v22i1.72","DOIUrl":"https://doi.org/10.52041/serj.v22i1.72","url":null,"abstract":"Recent educational reforms include a vision of integrating reflective practice and contextual consideration into statistics education. Yet, statistics courses are rarely taught in a way that connects the data-enriched world to the educational experiences of learners. This deficiency highlights the need for statistics teaching courses to be aligned with the endeavors to equip pre-service mathematics teachers (PMTs) with skills needed in a data-enriched world. The data for the case study reported in this paper were collected from a newly developed statistics teaching course implemented at a university in Turkey. The aim of the research was to explore how seven PMTs used their context knowledge of data to examine statistical information critically. Researchers collected and analyzed videos of classroom activities, PMTs’ written work, and their written Google Blogger reflections. Results suggested the PMTs’ evaluation of examined historical events shifted from an emphasis on personal knowledge and experiences to the use of statistical reasoning and contextual knowledge. Context helped them understand the story reflected in the data, revise their initial perceptions or understanding of the events under examination, and pose further statistical inquiry questions.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41592912","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 report, we analyze students’ learning of compound probability by describing connections they generated during individual interviews and group lessons. Several of their connections were compatible with the development of expertise, such as recognizing the need to determine sample spaces across a variety of situations and noting structural similarities among tasks, even when their task solutions were incomplete from a normative standpoint. Students reasoned about dimensions of context, variation, mathematical structure, sample space, and probability quantification. We describe the extent to which they coordinated these dimensions. We also describe teaching moves, such as posing idealized situations and shifting to structurally similar tasks, which prompted students to attend to multiple relevant task dimensions.
{"title":"STUDENT-GENERATED CONNECTIONS IN LEARNING ABOUT COMPOUND PROBABILITY AND THEIR EMERGENCE DURING INSTRUCTION","authors":"Randall E. Groth, M. Rickards, Elizabeth Roehm","doi":"10.52041/serj.v22i1.51","DOIUrl":"https://doi.org/10.52041/serj.v22i1.51","url":null,"abstract":"In this report, we analyze students’ learning of compound probability by describing connections they generated during individual interviews and group lessons. Several of their connections were compatible with the development of expertise, such as recognizing the need to determine sample spaces across a variety of situations and noting structural similarities among tasks, even when their task solutions were incomplete from a normative standpoint. Students reasoned about dimensions of context, variation, mathematical structure, sample space, and probability quantification. We describe the extent to which they coordinated these dimensions. We also describe teaching moves, such as posing idealized situations and shifting to structurally similar tasks, which prompted students to attend to multiple relevant task dimensions.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49602751","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}
Dan Spencer, Emily Griffith, Kayla Briska, Justine Post, Christy Willis
The study reported in this paper aimed to not only understand student attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade.
{"title":"THE ROLE OF NON-COGNITIVE FACTORS IN THE INTRODUCTORY STATISTICS CLASSROOM","authors":"Dan Spencer, Emily Griffith, Kayla Briska, Justine Post, Christy Willis","doi":"10.52041/serj.v22i1.77","DOIUrl":"https://doi.org/10.52041/serj.v22i1.77","url":null,"abstract":"The study reported in this paper aimed to not only understand student attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42911200","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}
This paper reports on a study that investigated young children’s responses to a range of probabilistic tasks. A central aspect of the study was our examination of the children’s use of subjective thinking. Most research that has been conducted in relation to young children’s probabilistic thinking has focused on the extent to which young children can identify the most and least likely outcome of experiments. There is, however, limited research into the types of judgements children use when making these identifications. For example, while a small number of studies have reported on children’s use of subjective thinking, there is an absence of research focusing on the role of subjectivity and the range of beliefs on which these judgements are based. In this research, the subjective thinking of children aged 5–6 years in Ireland was examined to address this gap in current knowledge. The data were collected through task-based group interviews and analysed using thematic analysis. Results suggest that a range of personal beliefs and experiences influence young children’s probabilistic thinking including the physical position of objects, personal affinity for one possible outcome, a desire to win, and the influence of previous experiments.
{"title":"YOUNG CHILDREN’S USE OF SUBJECTIVE THINKING IN RESPONSE TO PROBABILISTIC TASKS","authors":"M. Kingston, A. Twohill","doi":"10.52041/serj.v21i3.8","DOIUrl":"https://doi.org/10.52041/serj.v21i3.8","url":null,"abstract":"This paper reports on a study that investigated young children’s responses to a range of probabilistic tasks. A central aspect of the study was our examination of the children’s use of subjective thinking. Most research that has been conducted in relation to young children’s probabilistic thinking has focused on the extent to which young children can identify the most and least likely outcome of experiments. There is, however, limited research into the types of judgements children use when making these identifications. For example, while a small number of studies have reported on children’s use of subjective thinking, there is an absence of research focusing on the role of subjectivity and the range of beliefs on which these judgements are based. In this research, the subjective thinking of children aged 5–6 years in Ireland was examined to address this gap in current knowledge. The data were collected through task-based group interviews and analysed using thematic analysis. Results suggest that a range of personal beliefs and experiences influence young children’s probabilistic thinking including the physical position of objects, personal affinity for one possible outcome, a desire to win, and the influence of previous experiments.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46768137","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：