Leandro De Oliveira Souza, Mauren Porciúncula, Lucía Zapata-Cardona, A. Salcedo, M. Borovcnik, Daniel Frischemeier
Welcome to a special issue of SERJ.
欢迎收看SERJ特刊。
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In this paper, the objective is to discuss some aspects of statistical literacy in the context of conducting an educative project of opinion survey in the perspective of the teaching-learning approach of the Nossa Escola Pesquisa Sua Opinião (Nepso) Program or “our school survey your opinion”, in English. This Program, with centers created in some regions of Brazil, Latin America and Europe, consists of the dissemination of the use of opinion survey as a pedagogical tool through an eight-step methodology. This discussion is supported by a qualitative research, of participant observation, whose empirical research was based on the holding of eight meetings for the development of an opinion survey based on a theme chosen by a group of 16 students aged 13-14 years at a public school from Belo Horizonte city, state of Minas Gerais, Brazil. Of these eight meetings, one was selected to explore the analysis model we call the Nepso Process, which was based on the non-fragmentation of this teaching-learning approach to the detriment of a fragmented analysis. For such, the data were analyzed in a descriptive and interpretive manner, coherent with the qualitative nature of the research. Thus, it was found that Nepso is a methodology capable of stimulating statistical literacy in students through steps that link competencies and skills needed to work with projects. Abstract: Portuguese Neste artigo, objetivamos discutir alguns aspectos do letramento estatístico no âmbito da realização de um projeto educativo de pesquisa de opinião na perspectiva da abordagem de ensino-aprendizagem do Programa Nossa Escola Pesquisa Sua Opinião (Nepso). Esse Programa, com polos criados em algumas regiões do Brasil, América Latina e Europa, consiste na disseminação do uso da pesquisa de opinião como ferramenta pedagógica por meio de uma metodologia baseada em oito etapas. Tal discussão está amparada em uma investigação qualitativa, de observação participante, cuja pesquisa empírica baseou-se na realização de oito encontros para o desenvolvimento de uma pesquisa de opinião a partir de um tema escolhido por um grupo de 16 estudantes de 13-14 anos de uma escola pública da cidade de Belo Horizonte, Estado de Minas Gerais, Brasil. Desses oito encontros, um foi selecionado para perscrutar o modelo de análise que chamamos de Processo Nepso que consistiu na não-fragmentação dessa abordagem de ensino-aprendizagem em prol de estratos de análise. Para tanto, os dados foram analisados de forma descritiva e interpretativa, coerente com a natureza qualitativa da pesquisa. Destarte, verificou-se que o Nepso é uma metodologia capaz de estimular algum letramento estatístico nos estudantes por meio das suas etapas de trabalho que vinculam competências e habilidades necessárias ao trabalho com projetos.
在本文中，目的是讨论统计素养的一些方面，在开展一个教育项目的意见调查的背景下，从教学方法的角度来看Nossa Escola Pesquisa Sua opinion (Nepso)计划或“我们的学校调查你的意见”，在英语。该方案在巴西、拉丁美洲和欧洲的一些地区设立了中心，通过八步方法推广使用民意调查作为一种教学工具。这一讨论得到了一项定性研究的支持，即参与性观察，其实证研究基于巴西米纳斯吉拉斯州贝洛奥里藏特市一所公立学校的16名13-14岁学生选择的主题，举行了8次会议，以制定一项意见调查。在这8次会议中，有一次被选中来探索我们称之为“Nepso过程”的分析模型，该模型基于这种教学方法的非碎片化，从而损害了碎片化的分析。因此，数据以描述性和解释性的方式进行分析，与研究的定性性质相一致。因此，发现Nepso是一种能够通过将项目工作所需的能力和技能联系起来的步骤来激发学生统计素养的方法。摘要:葡萄牙语，objective - titivamos discutir algons aspectos do letramento estatístico no mbito da realizizaa o de um project de educativo de pesquisa de opinion o o a perspectiva da abordagem de en中国-aprendizagem do Programa Nossa Escola pesquisa Sua opinion o (neso)。方案、巴西、拉丁美洲和欧洲联合组织、巴西联合组织、巴西联合组织、拉丁美洲联合组织、欧洲联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织、巴西联合组织。Tal discussao esta amparada em乌玛investigacao qualitativa,德observacao participante,行政罚款尽管empirica baseou-se na realizacao de oito encontros对位o desenvolvimento de乌玛尽管de opiniao从德恩特马escolhido为什么嗯grupo de 16 estudantes de 13 - 14日岁德乌玛葡方publica da“上帝之城”贝洛奥里藏特,Estado de米纳斯吉拉斯,巴西。在此基础上，研究人员提出了一种新的方法，即选择一种新的模型，即análise模型，并确定了一种新的模型，即碎片 - 碎片模型，并确定了一种新的模型，即análise模型。Para to Para . (Para .) Para . (Para .) Para . (Para .) Para . (Para .)deste, verifice -se que o neso umtodologia capaz de estimular algumletramento estatístico no students pmeio as etapas de trabalho que vinculam competências e habilidades necessárias ao trabalho com项目。
{"title":"THE NEPSO AND OPINION EDUCATIVE SURVEY IN LATIN AMERICA: DISCUSSIONS ON STATISTICAL LITERACY IN THE PERSPECTIVE OF THIS APPROACH","authors":"Felipe Júnio DE Souza Oliveira, Diogo Reis","doi":"10.52041/serj.v20i2.316","DOIUrl":"https://doi.org/10.52041/serj.v20i2.316","url":null,"abstract":"In this paper, the objective is to discuss some aspects of statistical literacy in the context of conducting an educative project of opinion survey in the perspective of the teaching-learning approach of the Nossa Escola Pesquisa Sua Opinião (Nepso) Program or “our school survey your opinion”, in English. This Program, with centers created in some regions of Brazil, Latin America and Europe, consists of the dissemination of the use of opinion survey as a pedagogical tool through an eight-step methodology. This discussion is supported by a qualitative research, of participant observation, whose empirical research was based on the holding of eight meetings for the development of an opinion survey based on a theme chosen by a group of 16 students aged 13-14 years at a public school from Belo Horizonte city, state of Minas Gerais, Brazil. Of these eight meetings, one was selected to explore the analysis model we call the Nepso Process, which was based on the non-fragmentation of this teaching-learning approach to the detriment of a fragmented analysis. For such, the data were analyzed in a descriptive and interpretive manner, coherent with the qualitative nature of the research. Thus, it was found that Nepso is a methodology capable of stimulating statistical literacy in students through steps that link competencies and skills needed to work with projects.\u0000Abstract: Portuguese\u0000Neste artigo, objetivamos discutir alguns aspectos do letramento estatístico no âmbito da realização de um projeto educativo de pesquisa de opinião na perspectiva da abordagem de ensino-aprendizagem do Programa Nossa Escola Pesquisa Sua Opinião (Nepso). Esse Programa, com polos criados em algumas regiões do Brasil, América Latina e Europa, consiste na disseminação do uso da pesquisa de opinião como ferramenta pedagógica por meio de uma metodologia baseada em oito etapas. Tal discussão está amparada em uma investigação qualitativa, de observação participante, cuja pesquisa empírica baseou-se na realização de oito encontros para o desenvolvimento de uma pesquisa de opinião a partir de um tema escolhido por um grupo de 16 estudantes de 13-14 anos de uma escola pública da cidade de Belo Horizonte, Estado de Minas Gerais, Brasil. Desses oito encontros, um foi selecionado para perscrutar o modelo de análise que chamamos de Processo Nepso que consistiu na não-fragmentação dessa abordagem de ensino-aprendizagem em prol de estratos de análise. Para tanto, os dados foram analisados de forma descritiva e interpretativa, coerente com a natureza qualitativa da pesquisa. Destarte, verificou-se que o Nepso é uma metodologia capaz de estimular algum letramento estatístico nos estudantes por meio das suas etapas de trabalho que vinculam competências e habilidades necessárias ao trabalho com projetos.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42221886","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}
Statistical education is a very important area of research because it builds knowledge and promotes innovation in the courses of this discipline. Based on the advances in this area, changes in the content and approaches of the courses at all educational levels have been promoted in several countries. In this study, we examine programs of introductory statistics courses at the higher education level, seeking to characterize the state of statistical education for non-statisticians in Mexico. The extent to which the Statistical Learning Goals (MAEs) were addressed was explored. Included in the study were 410 statistics course programs from various Mexican institutions. A checklist was constructed to assess the extent to which MAEs were considered in the programs; that is, indicators of the degree of consideration of each of the goals were constructed. Exploratory and descriptive analyses were carried out to identify the extent the goals were met, followed by multiple correspondence analysis to identify associations with the program identification variables. The results showed that the MAEs were applied very little in Mexico, especially those that refer to the development of statistical thinking and culture; the exceptions were the goals of organizing data, building tables and graphs, as well as calculating descriptive statistics. For all this, it was concluded that there is much work to be done on this issue in Mexico. Abstract: Spanish La educación estadística es un área de investigación muy importante porque permite obtener conocimiento y promover la innovación en los cursos de esta disciplina. A partir de los avances en esta área, en varios países se han promovido cambios en los contenidos y enfoques de los cursos en todos los niveles educativos. En este estudio examinamos programas de cursos introductorios de estadística en el nivel superior, buscando caracterizar el estado que mantiene la educación estadística para no estadísticos en México. Se exploró la medida en la que se consideran las Metas de Aprendizaje de la Estadística (MAE) propuestas por Gal y Garfield (1997). Se recopilaron 410 programas de cursos de estadística de diversas instituciones mexicanas. Se construyó una lista de cotejo para evaluar qué tanto se consideran las MAE en el programa; es decir, se construyeron indicadores del grado de consideración de cada una de las metas. Se realizaron análisis exploratorios y descriptivos para identificar qué tanto se atiende cada una de las metas, seguidos de análisis de correspondencia múltiple para identificar asociaciones con las variables de identificación de los programas. Los resultados muestran que las MAE se han aplicado muy poco en México, sobre todo las que se refieren al desarrollo del pensamiento y la cultura estadística; la excepción es la meta que se refiere organizar los datos, construcción de tablas y gráficas, así como calcular estadísticas descriptivas. Por todo esto, se concluye que hay mucho trabajo por hacer en este te
{"title":"A DIAGNOSIS OF STATISTICAL SERVICE COURSES IN MEXICO","authors":"Cecilia Cruz López, Mario Ramirez","doi":"10.52041/serj.v20i2.360","DOIUrl":"https://doi.org/10.52041/serj.v20i2.360","url":null,"abstract":"Statistical education is a very important area of research because it builds knowledge and promotes innovation in the courses of this discipline. Based on the advances in this area, changes in the content and approaches of the courses at all educational levels have been promoted in several countries. In this study, we examine programs of introductory statistics courses at the higher education level, seeking to characterize the state of statistical education for non-statisticians in Mexico. The extent to which the Statistical Learning Goals (MAEs) were addressed was explored. Included in the study were 410 statistics course programs from various Mexican institutions. A checklist was constructed to assess the extent to which MAEs were considered in the programs; that is, indicators of the degree of consideration of each of the goals were constructed. Exploratory and descriptive analyses were carried out to identify the extent the goals were met, followed by multiple correspondence analysis to identify associations with the program identification variables. The results showed that the MAEs were applied very little in Mexico, especially those that refer to the development of statistical thinking and culture; the exceptions were the goals of organizing data, building tables and graphs, as well as calculating descriptive statistics. For all this, it was concluded that there is much work to be done on this issue in Mexico.\u0000Abstract: Spanish\u0000La educación estadística es un área de investigación muy importante porque permite obtener conocimiento y promover la innovación en los cursos de esta disciplina. A partir de los avances en esta área, en varios países se han promovido cambios en los contenidos y enfoques de los cursos en todos los niveles educativos. En este estudio examinamos programas de cursos introductorios de estadística en el nivel superior, buscando caracterizar el estado que mantiene la educación estadística para no estadísticos en México. Se exploró la medida en la que se consideran las Metas de Aprendizaje de la Estadística (MAE) propuestas por Gal y Garfield (1997). Se recopilaron 410 programas de cursos de estadística de diversas instituciones mexicanas. Se construyó una lista de cotejo para evaluar qué tanto se consideran las MAE en el programa; es decir, se construyeron indicadores del grado de consideración de cada una de las metas. Se realizaron análisis exploratorios y descriptivos para identificar qué tanto se atiende cada una de las metas, seguidos de análisis de correspondencia múltiple para identificar asociaciones con las variables de identificación de los programas. Los resultados muestran que las MAE se han aplicado muy poco en México, sobre todo las que se refieren al desarrollo del pensamiento y la cultura estadística; la excepción es la meta que se refiere organizar los datos, construcción de tablas y gráficas, así como calcular estadísticas descriptivas. Por todo esto, se concluye que hay mucho trabajo por hacer en este te","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42697159","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}
Francisca M. Ubilla, Claudia Vásquez, Francisco FRANCISCO ROJAS, Núria Gorgorió
We consider the ability to complete an investigative cycle as an indicator of the robustness of students’ statistical knowledge. From this standpoint, we analyzed the written reports of primary education student teachers when they developed an investigative cycle in a Chilean and a Spanish university. In their development of the stages of the cycle we observed characteristics common to the centers (for example, summary research questions and conclusions that are a simple concatenation of results), and differential features (the data collection tools and techniques, among others). Armed with a knowledge of how future teachers approach and understand an investigative cycle we are able to contribute ideas that influence their training, building bridges between what they learn and what they should teach. Abstract: Spanish Consideramos la capacidad para completar un ciclo de investigación estadística como indicador de la robustez del conocimiento estadístico del estudiante. Desde este posicionamiento, analizamos las producciones escritas de profesores de enseñanza básica en formación cuando desarrollan un ciclo de investigación en una universidad Chilena y una Española. En las concreciones de las fases del ciclo observamos características comunes entre los centros (por ejemplo, preguntas de investigación tipo resumen y conclusiones como simple concatenación de resultados), y elementos diferenciales (instrumentos y técnicas de recogida de datos, entre otros). Conocer cómo abordan y comprenden el ciclo de investigación los futuros profesores nos permite aportar ideas para incidir en su formación, tendiendo puentes entre lo que aprenden y lo que deberán enseñar.
{"title":"SANTIAGO – VILLARRICA – BARCELONA: THE STATISTICAL INVESTIGATIVE CYCLE IN PRIMARY EDUCATION TEACHER TRAINING","authors":"Francisca M. Ubilla, Claudia Vásquez, Francisco FRANCISCO ROJAS, Núria Gorgorió","doi":"10.52041/serj.v20i2.392","DOIUrl":"https://doi.org/10.52041/serj.v20i2.392","url":null,"abstract":"We consider the ability to complete an investigative cycle as an indicator of the robustness of students’ statistical knowledge. From this standpoint, we analyzed the written reports of primary education student teachers when they developed an investigative cycle in a Chilean and a Spanish university. In their development of the stages of the cycle we observed characteristics common to the centers (for example, summary research questions and conclusions that are a simple concatenation of results), and differential features (the data collection tools and techniques, among others). Armed with a knowledge of how future teachers approach and understand an investigative cycle we are able to contribute ideas that influence their training, building bridges between what they learn and what they should teach.\u0000Abstract: Spanish\u0000Consideramos la capacidad para completar un ciclo de investigación estadística como indicador de la robustez del conocimiento estadístico del estudiante. Desde este posicionamiento, analizamos las producciones escritas de profesores de enseñanza básica en formación cuando desarrollan un ciclo de investigación en una universidad Chilena y una Española. En las concreciones de las fases del ciclo observamos características comunes entre los centros (por ejemplo, preguntas de investigación tipo resumen y conclusiones como simple concatenación de resultados), y elementos diferenciales (instrumentos y técnicas de recogida de datos, entre otros). Conocer cómo abordan y comprenden el ciclo de investigación los futuros profesores nos permite aportar ideas para incidir en su formación, tendiendo puentes entre lo que aprenden y lo que deberán enseñar.\u0000 ","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45927590","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}
ARBITRO: EDIÇÃO ESPECIAL DA REVISTA DE PESQUISA EM EDUCAÇÃO ESTATÍSTICA (SERJ) Acknowledgment: We are grateful to the people who acted as referees for the Special Issue of the Statistics Education Research Journal.
裁判:统计教育研究杂志特刊(SERJ)致谢:我们感谢为《统计教育研究杂志》特刊担任裁判的人。
{"title":"REFEREES: SPECIAL ISSUE: STATISTICS EDUCATION RESEARCH FROM A LATIN AMERICAN PERSPECTIVE","authors":"Leandro DE OLIVEIRA SOUZA","doi":"10.52041/serj.v20i2.433","DOIUrl":"https://doi.org/10.52041/serj.v20i2.433","url":null,"abstract":"ARBITRO: EDIÇÃO ESPECIAL DA REVISTA DE PESQUISA EM EDUCAÇÃO ESTATÍSTICA (SERJ) \u0000Acknowledgment: We are grateful to the people who acted as referees for the Special Issue of the Statistics Education Research Journal.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48478725","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 general, engineering students show little interest in the activities inherent in statistics subjects. This claim may be partly explained by the competition with other subjects in the first years of undergraduate courses, or by student perceived low attractiveness of the classes. In this context, several studies indicated that methodologies where the student is the protagonist of the learning process lead to greater engagement during the activities and better scores in the assessments. This work describes the use of active learning methodologies in an introductory probability and statistics course for Engineering classes at a Brazilian public institution. Two classes were monitored during one term: in the first one (control class) traditional lectures were used, in the second one (experimental class) three different active methodologies were applied, namely: Jigsaw, Peer Instruction and Think-Pair-Share. On the one hand, the results indicated slightly better performances in the experimental class, as well as an increase in attendance. On the other hand, dropout rates were similar in both classes. This study is part of a renewal proposal of the mathematics subjects, based on the use of active learning methodologies and the review of curricular content to meet current pedagogical demands. Abstract: Portuguese Em geral, os alunos de Engenharia demonstram pouco interesse nas atividades inerentes à disciplina de Estatística. Tal constatação pode ser em parte explicada pela concorrência com outras disciplinas do ciclo básico, ou ainda, pela pouca atratividade das aulas. Nesse contexto, diversos estudos apontam que metodologias onde o aluno é o protagonista do processo de aprendizagem acarretam maior engajamento durante as atividades e melhores escores nas avaliações. Este trabalho descreve o uso de metodologias de aprendizagem ativa em um curso introdutório de Probabilidade e Estatística para turmas de Engenharia, numa instituição pública brasileira. Duas turmas foram monitoradas ao longo de um semestre: na primeira, fez-se uso de aulas expositivas dialogadas (turma controle) e, na segunda, aulas com três metodologias ativas diferentes, a saber: Jigsaw, Peer Instruction e Think-Pair-Share (turma experimental). Os resultados indicam um desempenho acadêmico levemente melhor da turma experimental, assim como na frequência dessa turma. Por outro lado, a taxa de evasão manteve-se semelhante em ambas as turmas. Este estudo é parte de uma proposta de renovação para as disciplinas de cunho matemático da instituição, baseada no uso de metodologias de aprendizagem ativa e na revisão de conteúdos curriculares para atender às demandas pedagógicas atuais.
一般来说，工科学生对统计学科固有的活动兴趣不大。这种说法的部分原因可能是本科第一年与其他学科的竞争，或者是学生认为这些课程的吸引力不高。在这种情况下，一些研究表明，让学生成为学习过程的主角的方法会使学生在活动中更投入，在评估中获得更好的分数。这项工作描述了主动学习方法在巴西公共机构工程类概率论和统计学课程中的使用。一学期监测两个班:第一个班(控制班)采用传统讲课方式，第二个班(实验班)采用三种不同的积极方法，即拼图、同伴指导和思考-配对-分享。一方面，结果表明实验班的表现略有改善，出勤率也有所提高。另一方面，两个班级的辍学率相似。本研究是数学学科更新建议的一部分，基于积极学习方法的使用和课程内容的审查，以满足当前的教学需求。摘要:葡萄牙政府，葡萄牙政府，葡萄牙政府，葡萄牙政府，葡萄牙政府，葡萄牙政府，葡萄牙政府，葡萄牙政府，葡萄牙政府Tal constata -。在此背景下，不同的研究人员采用了不同的方法，以确定参与者的主要参与过程，并将其作为参与者的主要参与过程，并将其作为参与者的主要参与过程。Este trabalho de mettoologgias de aprendizagem ativa em curso introdutório de Probabilidade de genharia para turmas de genharia, numa institut o pública brasileira。Duas turmas foram monitoradas ao longo de um semstre: na primeira, fez-se uso de aulas expositivas dialogadas (turma control) e, na seunda, aulas com três metologgias ativas差异，a saber: Jigsaw, Peer Instruction和think -成对-共享(turma实验)。结果:①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①①。可怜的拉多，一种叫做曼特拉多的动物，似乎把它们看作是肿瘤。Este estudo - 研究建议- 革新机构- 学科- 机构- 机构- 基础-研究方法- 革新机构- 修订- 课程- 需求- às atuais。
{"title":"USING ACTIVE LEARNING METHODOLOGIES IN AN INTRODUCTORY STATISTICS COURSE","authors":"A. R. Corbo, Daniel Guilherme Gomes Sasaki","doi":"10.52041/serj.v20i2.113","DOIUrl":"https://doi.org/10.52041/serj.v20i2.113","url":null,"abstract":"In general, engineering students show little interest in the activities inherent in statistics subjects. This claim may be partly explained by the competition with other subjects in the first years of undergraduate courses, or by student perceived low attractiveness of the classes. In this context, several studies indicated that methodologies where the student is the protagonist of the learning process lead to greater engagement during the activities and better scores in the assessments. This work describes the use of active learning methodologies in an introductory probability and statistics course for Engineering classes at a Brazilian public institution. Two classes were monitored during one term: in the first one (control class) traditional lectures were used, in the second one (experimental class) three different active methodologies were applied, namely: Jigsaw, Peer Instruction and Think-Pair-Share. On the one hand, the results indicated slightly better performances in the experimental class, as well as an increase in attendance. On the other hand, dropout rates were similar in both classes. This study is part of a renewal proposal of the mathematics subjects, based on the use of active learning methodologies and the review of curricular content to meet current pedagogical demands.\u0000Abstract: Portuguese\u0000Em geral, os alunos de Engenharia demonstram pouco interesse nas atividades inerentes à disciplina de Estatística. Tal constatação pode ser em parte explicada pela concorrência com outras disciplinas do ciclo básico, ou ainda, pela pouca atratividade das aulas. Nesse contexto, diversos estudos apontam que metodologias onde o aluno é o protagonista do processo de aprendizagem acarretam maior engajamento durante as atividades e melhores escores nas avaliações. Este trabalho descreve o uso de metodologias de aprendizagem ativa em um curso introdutório de Probabilidade e Estatística para turmas de Engenharia, numa instituição pública brasileira. Duas turmas foram monitoradas ao longo de um semestre: na primeira, fez-se uso de aulas expositivas dialogadas (turma controle) e, na segunda, aulas com três metodologias ativas diferentes, a saber: Jigsaw, Peer Instruction e Think-Pair-Share (turma experimental). Os resultados indicam um desempenho acadêmico levemente melhor da turma experimental, assim como na frequência dessa turma. Por outro lado, a taxa de evasão manteve-se semelhante em ambas as turmas. Este estudo é parte de uma proposta de renovação para as disciplinas de cunho matemático da instituição, baseada no uso de metodologias de aprendizagem ativa e na revisão de conteúdos curriculares para atender às demandas pedagógicas atuais.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47963561","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}
A. Gómez-Blancarte, Reynaldo Rocha Chávez, Rosa Daniela Chávez Aguilar
This paper presents partial results of a one-year project funded by a grant from Mexico’s National Science and Technology Council and the National Institute for the Evaluation of Education that was designed to characterize the teaching of statistics in Mexican high school education. Work was organized in two 6-month phases. The first stage involved documentary research that consisted of analyzing the study programs of statistics courses used at 12 high school-level educational systems. The second used the field research technique to design and administer a survey called “Teaching Statistical Literacy, Reasoning and Thinking” (TSLRT), that was answered by 754 high school statistics teachers at those 12 educational systems. Both phases were based on the theoretical ideas of statistical literacy, reasoning and thinking, and were conducted with the aim of constructing a reference framework to analyze the study programs (phase one) and design the items included in the TSLRT survey (phase two). Here, we report results from the survey applied, which was comprised of 18 items on sociodemographic variables and 65 Likert scale items that measured the degree to which teachers’ classroom practice focused on elements of statistical literacy, reasoning and thinking, or shared elements. Confirmatory factor analysis was applied to the responses to the 65 Likert scale items. Results indicate that the responses fit a one-dimensional model. Finally, we discuss the pedagogical and theoretical implications of the TSLRT survey results. Abstract: Spanish En este artículo, reportamos parte de los resultados de un Proyecto de investigación de un año, el cual fue financiado por el Consejo Nacional de Ciencia y Tecnología y el Instituto Nacional para la Evaluación Educativa. El Proyecto fue diseñado para caracterizar la enseñanza de la estadística en la Educación Media Superior mexicana, y se organizó en dos fases de 6 meses cada una. La primera etapa involucró un estudio documental que consistió en analizar los programas de estudio de la materia de estadística utilizados en 12 diferentes sistemas educativos de educación media superior. La segunda usó la técnica de investigación de campo para diseñar y administrar un cuestionario llamado “Enseñanza de una Cultura, Razonamiento y Pensamiento Estadístico” (TSLRT, por sus siglas en inglés). El cuestionario fue respondido por 754 profesores de educación media superior que imparten la materia de estadística y laboran en escuelas de los 12 sistemas educativos mencionados. Ambas fases estuvieron basadas en las ideas teóricas de cultura, razonamiento y pensamiento estadístico con el objetivo de construir un marco de referencia para analizar los programas de estudio (fase uno) y diseñar los ítems incluidos en el cuestionario TSLRT (fase dos). Aquí, reportamos los resultados del cuestionario aplicado, el cual consistió en 18 ítems sobre variables sociodemográficas y 65 ítems de escala Likert que midieron el grado en que la enseñanz
本文介绍了由墨西哥国家科学技术委员会和国家教育评估研究所资助的一个为期一年的项目的部分成果，该项目旨在描述墨西哥高中教育中的统计学教学特征。工作分为两个为期6个月的阶段。第一阶段涉及文献研究，包括分析12个高中教育系统中使用的统计学课程的学习计划。第二项研究使用实地调查技术设计并实施了一项名为“教授统计素养、推理和思维”(TSLRT)的调查，由这12个教育系统的754名高中统计教师回答。这两个阶段都是基于统计素养、推理和思维的理论思想，目的是构建一个参考框架来分析研究计划(第一阶段)和设计TSLRT调查(第二阶段)的项目。在这里，我们报告了应用调查的结果，该调查由18个社会人口变量项目和65个李克特量表项目组成，这些项目衡量了教师课堂实践对统计素养、推理和思维要素或共享要素的关注程度。验证性因子分析应用于65项李克特量表的反应。结果表明，响应符合一维模型。最后，我们讨论了TSLRT调查结果的教学意义和理论意义。摘要:西班牙este artículo, reportamos partite de los resultados de un proecto de investigación de un año, el cual fuue fuce el conjo Nacional de Ciencia y Tecnología y el Instituto Nacional para la Evaluación Educativa。El Proyecto fue diseñado para characterizar la enseñanza de la estadística en la Educación墨西哥媒体上级，y se organizó en dos fases de 6 meses cada una。La primera etapa involucró unestudio documentary que consistió en analar los programas de estudio de La materia de estadística利用了12个不同的教育系统(sistemas educeducs de educación media superior)。uso乙级联赛La La tecnica de investigacion德坎帕拉disenar y administrar联合国cuestionario llamado”Ensenanza de una文化Razonamiento y Pensamiento Estadistico”(TSLRT, sus siglas en单身)。调查结果显示，有754名教授在educación媒体上取得了卓越的成绩，他们在estadística上获得了重要的材料，他们在实验室里获得了12个教育系统。Ambas fases estuvieron basadas as en las ideas teóricas de cultura, razonamiento y pensamiento estadístico conel objective de conturir un marco de reference para analiar los programas de estudio (fase uno)通过diseñar los ítems包括os enel cutionario TSLRT (fase dos)。Aquí， reportamos los resultados del questionario application, el cucual consistió en 18 ítems sobre variables sociodemográficas y 65 ítems de escala Likert que medieron el grado en que la enseñanza del教授se centra en elementos de una cultura, razonamiento y pensamiento estadístico, o en elementos comcomes。Se aplicó un análisis factorial de confirmación a las respuestas de los 65 ítems。结果表明，该模型具有单维性和非单维性。最后，讨论最后的含义pedagógicas y teóricas de los resultados del questionario。
{"title":"A SURVEY OF THE TEACHING OF STATISTICAL LITERACY, REASONING AND THINKING: TEACHERS’ CLASSROOM PRACTICE IN MEXICAN HIGH SCHOOL EDUCATION","authors":"A. Gómez-Blancarte, Reynaldo Rocha Chávez, Rosa Daniela Chávez Aguilar","doi":"10.52041/serj.v20i2.397","DOIUrl":"https://doi.org/10.52041/serj.v20i2.397","url":null,"abstract":"This paper presents partial results of a one-year project funded by a grant from Mexico’s National Science and Technology Council and the National Institute for the Evaluation of Education that was designed to characterize the teaching of statistics in Mexican high school education. Work was organized in two 6-month phases. The first stage involved documentary research that consisted of analyzing the study programs of statistics courses used at 12 high school-level educational systems. The second used the field research technique to design and administer a survey called “Teaching Statistical Literacy, Reasoning and Thinking” (TSLRT), that was answered by 754 high school statistics teachers at those 12 educational systems. Both phases were based on the theoretical ideas of statistical literacy, reasoning and thinking, and were conducted with the aim of constructing a reference framework to analyze the study programs (phase one) and design the items included in the TSLRT survey (phase two). Here, we report results from the survey applied, which was comprised of 18 items on sociodemographic variables and 65 Likert scale items that measured the degree to which teachers’ classroom practice focused on elements of statistical literacy, reasoning and thinking, or shared elements. Confirmatory factor analysis was applied to the responses to the 65 Likert scale items. Results indicate that the responses fit a one-dimensional model. Finally, we discuss the pedagogical and theoretical implications of the TSLRT survey results. \u0000Abstract: Spanish\u0000En este artículo, reportamos parte de los resultados de un Proyecto de investigación de un año, el cual fue financiado por el Consejo Nacional de Ciencia y Tecnología y el Instituto Nacional para la Evaluación Educativa. El Proyecto fue diseñado para caracterizar la enseñanza de la estadística en la Educación Media Superior mexicana, y se organizó en dos fases de 6 meses cada una. La primera etapa involucró un estudio documental que consistió en analizar los programas de estudio de la materia de estadística utilizados en 12 diferentes sistemas educativos de educación media superior. La segunda usó la técnica de investigación de campo para diseñar y administrar un cuestionario llamado “Enseñanza de una Cultura, Razonamiento y Pensamiento Estadístico” (TSLRT, por sus siglas en inglés). El cuestionario fue respondido por 754 profesores de educación media superior que imparten la materia de estadística y laboran en escuelas de los 12 sistemas educativos mencionados. Ambas fases estuvieron basadas en las ideas teóricas de cultura, razonamiento y pensamiento estadístico con el objetivo de construir un marco de referencia para analizar los programas de estudio (fase uno) y diseñar los ítems incluidos en el cuestionario TSLRT (fase dos). Aquí, reportamos los resultados del cuestionario aplicado, el cual consistió en 18 ítems sobre variables sociodemográficas y 65 ítems de escala Likert que midieron el grado en que la enseñanz","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46804262","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}
Konstantinos Lavidas, Tasos N. Barkatsas, D. Manesis, V. Gialamas
Research in the field of statistics teaching has gained momentum, with numerous studies reporting that attitudes towards statistics are related to student performancein a statistics course. The aim of this study was to explore the effects of students’attitudes toward statistics, students’ perceived competence at mathematics, and students’ engagement in the learning process on their overall performance in a tertiary statistics course. The Survey of Attitudes Toward Statistics (SATS-28) was administered to 170 tertiary Early Childhood Education students in a large university in Greece. A Structural Equation Model was generated,and a confirmatory factor analysis was performed resulting in a three-component structure being accepted. Path analysis revealed direct links between perceived competence at mathematics and the three attitudes components, as well as a direct effect of perceived competence at mathematics on students’ performance in the statistics course. Engagement in the learning process also had a direct impact on students’ performance. First published June 2020 at Statistics Education Research Journal Archives
{"title":"A STRUCTURAL EQUATION MODEL INVESTIGATING THE IMPACT OF TERTIARY STUDENTS’ ATTITUDES TOWARD STATISTICS, PERCEIVED COMPETENCE AT MATHEMATICS, AND ENGAGEMENT ON STATISTICS PERFORMANCE","authors":"Konstantinos Lavidas, Tasos N. Barkatsas, D. Manesis, V. Gialamas","doi":"10.52041/SERJ.V19I2.108","DOIUrl":"https://doi.org/10.52041/SERJ.V19I2.108","url":null,"abstract":"Research in the field of statistics teaching has gained momentum, with numerous studies reporting that attitudes towards statistics are related to student performancein a statistics course. The aim of this study was to explore the effects of students’attitudes toward statistics, students’ perceived competence at mathematics, and students’ engagement in the learning process on their overall performance in a tertiary statistics course. The Survey of Attitudes Toward Statistics (SATS-28) was administered to 170 tertiary Early Childhood Education students in a large university in Greece. A Structural Equation Model was generated,and a confirmatory factor analysis was performed resulting in a three-component structure being accepted. Path analysis revealed direct links between perceived competence at mathematics and the three attitudes components, as well as a direct effect of perceived competence at mathematics on students’ performance in the statistics course. Engagement in the learning process also had a direct impact on students’ performance.\u0000First published June 2020 at Statistics Education Research Journal Archives","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45219604","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}
We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value theory constructs, as well as academic delay of gratification, were indirectly related to grades. We present details of our analysis and discuss theoretical and pedagogical implications of this study. First published June 2020 at Statistics Education Research Journal Archives
{"title":"AN EXPECTANCY VALUE THEORY PREDICTS ACHIEVEMENT IN UNDERGRADUATE STATISTICS THROUGH ACADEMIC DELAY OF GRATIFICATION","authors":"Robert F Corwyn, Phillip P. McGarry","doi":"10.52041/SERJ.V19I2.109","DOIUrl":"https://doi.org/10.52041/SERJ.V19I2.109","url":null,"abstract":"We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value theory constructs, as well as academic delay of gratification, were indirectly related to grades. We present details of our analysis and discuss theoretical and pedagogical implications of this study.\u0000First published June 2020 at Statistics Education Research Journal Archives","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48655488","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}
Nicola Justice, S. Morris, V. Henry, Elizabeth Fry
Statistics students’ conceptions of the work of statisticians and the discipline of statistics may play an important role in the topics to which they attend and their interest in pursuing further study. To learn about students’ conceptions, we collected open-ended survey responses from 44 undergraduate students who had completed introductory statistics courses. We used a grounded theory phenomenographical qualitative approach to identify several themes in students’ conceptions. In addition to the test-and-procedure conception, we offer several other themes, such as acknowledgement of variation and the role of ethical integrity. We use a metaphor of painting styles to compare to experts’ conceptions of statistics. By identifying “seeds” of what may be developed into expert conceptions, these preliminary results set possible foundations to explore trajectories that may help shape students’ conceptions of statistics. First published June 2020 at Statistics Education Research Journal Archives
{"title":"PAINT-BY-NUMBER OR PICASSO? A GROUNDED THEORY PHENOMENOGRAPHICAL STUDY OF STUDENTS’ CONCEPTIONS OF STATISTICS","authors":"Nicola Justice, S. Morris, V. Henry, Elizabeth Fry","doi":"10.52041/SERJ.V19I2.111","DOIUrl":"https://doi.org/10.52041/SERJ.V19I2.111","url":null,"abstract":"Statistics students’ conceptions of the work of statisticians and the discipline of statistics may play an important role in the topics to which they attend and their interest in pursuing further study. To learn about students’ conceptions, we collected open-ended survey responses from 44 undergraduate students who had completed introductory statistics courses. We used a grounded theory phenomenographical qualitative approach to identify several themes in students’ conceptions. In addition to the test-and-procedure conception, we offer several other themes, such as acknowledgement of variation and the role of ethical integrity. We use a metaphor of painting styles to compare to experts’ conceptions of statistics. By identifying “seeds” of what may be developed into expert conceptions, these preliminary results set possible foundations to explore trajectories that may help shape students’ conceptions of statistics. \u0000First published June 2020 at Statistics Education Research Journal Archives","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48998938","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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