This paper describes a new and innovative approach to the instruction of applied stochastic processes at institutions of higher education and a method for introducing this topic to K-12 students for pre-course motivation. This approach consists of incorporating laboratory modules via digital video media that present real-world applications of stochastic processes into coursework. The modules engage the students in problem solving, thereby creating a conceptual framework for learning the subject. The pedagogy behind this instructional approach and module content is described in this paper. Preliminary evaluations are presented for assessment purposes from a pilot implementation of the modules at the collegiate level.
{"title":"Integrating Technologically-Based Laboratory Modules into the Stochastic Processes Curriculum","authors":"T. Matis, L. Riley, J. Matis","doi":"10.52041/srap.04202","DOIUrl":"https://doi.org/10.52041/srap.04202","url":null,"abstract":"This paper describes a new and innovative approach to the instruction of applied stochastic processes at institutions of higher education and a method for introducing this topic to K-12 students for pre-course motivation. This approach consists of incorporating laboratory modules via digital video media that present real-world applications of stochastic processes into coursework. The modules engage the students in problem solving, thereby creating a conceptual framework for learning the subject. The pedagogy behind this instructional approach and module content is described in this paper. Preliminary evaluations are presented for assessment purposes from a pilot implementation of the modules at the collegiate level.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130853631","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 describes the first year of a three-year collaborative curriculum development project in a secondary school that is underpinned by a theoretical statistical thinking framework. The teachers developed and implemented the statistics unit for their Year 11 classes (15 year-olds) based on their understanding of the framework and within the constraints of the national curriculum and assessment. Data gathered on the development of the statistics unit and its subsequent implementation are presented and discussed. An initial finding was that teachers were able to begin changing their practice to foster students’ statistical thinking in ways consonant with the framework. The influences of the framework, identifying problematic situations, collaboration, and assessment, which are impinging on the curriculum development, are elaborated upon and questions are raised about the nature of the development.
{"title":"Developing Statistical Thinking in a Secondary School: A Collaborative Curriculum Development","authors":"M. Pfannkuch, Julia Horring","doi":"10.52041/srap.04401","DOIUrl":"https://doi.org/10.52041/srap.04401","url":null,"abstract":"This paper describes the first year of a three-year collaborative curriculum development project in a secondary school that is underpinned by a theoretical statistical thinking framework. The teachers developed and implemented the statistics unit for their Year 11 classes (15 year-olds) based on their understanding of the framework and within the constraints of the national curriculum and assessment. Data gathered on the development of the statistics unit and its subsequent implementation are presented and discussed. An initial finding was that teachers were able to begin changing their practice to foster students’ statistical thinking in ways consonant with the framework. The influences of the framework, identifying problematic situations, collaboration, and assessment, which are impinging on the curriculum development, are elaborated upon and questions are raised about the nature of the development.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121239955","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}
Our paper describes our project to develop curricular materials for a course that introduces students at the post-calculus level to statistical concepts, methods, and theory. This course provides a more balanced introduction to the discipline of statistics than the standard sequence in probability and mathematical statistics. The materials incorporate many features of successful statistics education projects that target less mathematically prepared students. The student audiences targeted by this project are particularly important because they have been overlooked by previous curricular reform projects. Most importantly, the proposed audience includes prospective teachers of statistics, introducing them to content and pedagogy that prepare them for implementing NCTM Standards with regard to statistics and probability and for teaching the Advanced Placement course in Statistics.
{"title":"A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, and Theory","authors":"Allan Rossman, B. Chance","doi":"10.52041/srap.04203","DOIUrl":"https://doi.org/10.52041/srap.04203","url":null,"abstract":"Our paper describes our project to develop curricular materials for a course that introduces students at the post-calculus level to statistical concepts, methods, and theory. This course provides a more balanced introduction to the discipline of statistics than the standard sequence in probability and mathematical statistics. The materials incorporate many features of successful statistics education projects that target less mathematically prepared students. The student audiences targeted by this project are particularly important because they have been overlooked by previous curricular reform projects. Most importantly, the proposed audience includes prospective teachers of statistics, introducing them to content and pedagogy that prepare them for implementing NCTM Standards with regard to statistics and probability and for teaching the Advanced Placement course in Statistics.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130244162","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 follows earlier research using a survey instrument devised to measure statistical literacy understanding at the school level. Based on partial credit Rasch analysis, the performance of 673 students in Grades 5 to 10 is reported both overall and for three subgroups of items reflecting strands within statistical understanding. The three strands are the basic measurement of average and chance, the related ideas of sampling and inference, and the representation of data and variation. A hierarchy of six levels of understanding is presented, with differing trends across the grades discussed and an example of individual student performance at each level given. Some of these examples illustrate student differences in understanding for the different strands. Implications for the school curriculum are considered with respect to potential development across the years of schooling and realistic expectations for students at various grade levels. Issues for further consideration and research are raised in the final section.
{"title":"Statistical Literacy: From Idiosyncratic to Critical Thinking","authors":"Jane Watson, Rosemary Callingham","doi":"10.52041/srap.04301","DOIUrl":"https://doi.org/10.52041/srap.04301","url":null,"abstract":"This paper follows earlier research using a survey instrument devised to measure statistical literacy understanding at the school level. Based on partial credit Rasch analysis, the performance of 673 students in Grades 5 to 10 is reported both overall and for three subgroups of items reflecting strands within statistical understanding. The three strands are the basic measurement of average and chance, the related ideas of sampling and inference, and the representation of data and variation. A hierarchy of six levels of understanding is presented, with differing trends across the grades discussed and an example of individual student performance at each level given. Some of these examples illustrate student differences in understanding for the different strands. Implications for the school curriculum are considered with respect to potential development across the years of schooling and realistic expectations for students at various grade levels. Issues for further consideration and research are raised in the final section.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129005492","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}
J. Ridgway, S. McCusker, J. Nicholson, F. Nightingale
The paper reviews the nature of statistics in the UK National Curriculum. While there is great opportunity for statistics to inform thinking in a range of disciplines, there is little coherence in the planning of activities for children. Formal assessment of statistical ability focuses on procedural knowledge, applied to univariate and bivariate problems. These provisions are inadequate for informed citizenship. We report work on World Class Tests (WCT), where students aged 9 and 13 years are presented with both paper-based and IT-based problem solving tasks in mathematics and science. Many of these tasks require students to work with three or more variables, often non-linearly related to each other. Students perform rather well on these tasks. Tasks are shown, together with performance data disaggregated by school and sex. Features of the displays that make them well suited to the exploration of complex patterns are discussed, and our design principles are described. Our current activities set out to embed test items in curriculum materials suitable for use in mathematics and science classrooms. A good grounding in handling complex data is essential for informed citizenship. We are in the process of creating methods to help students develop appropriate skills.
{"title":"Uncovering and Developing Student Statistical Competences via New Interfaces","authors":"J. Ridgway, S. McCusker, J. Nicholson, F. Nightingale","doi":"10.52041/srap.04201","DOIUrl":"https://doi.org/10.52041/srap.04201","url":null,"abstract":"The paper reviews the nature of statistics in the UK National Curriculum. While there is great opportunity for statistics to inform thinking in a range of disciplines, there is little coherence in the planning of activities for children. Formal assessment of statistical ability focuses on procedural knowledge, applied to univariate and bivariate problems. These provisions are inadequate for informed citizenship. We report work on World Class Tests (WCT), where students aged 9 and 13 years are presented with both paper-based and IT-based problem solving tasks in mathematics and science. Many of these tasks require students to work with three or more variables, often non-linearly related to each other. Students perform rather well on these tasks. Tasks are shown, together with performance data disaggregated by school and sex. Features of the displays that make them well suited to the exploration of complex patterns are discussed, and our design principles are described. Our current activities set out to embed test items in curriculum materials suitable for use in mathematics and science classrooms. A good grounding in handling complex data is essential for informed citizenship. We are in the process of creating methods to help students develop appropriate skills.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116091192","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 Ministry of Education of China is pushing a reform to include statistics and probability in its national elementary and secondary curriculum. The new Standards, Standards-based textbooks, and some preliminary feedback from teachers will be illustrated in this paper.
{"title":"Statistics Education for Junior High Schools in China","authors":"Li Jun","doi":"10.52041/srap.04402","DOIUrl":"https://doi.org/10.52041/srap.04402","url":null,"abstract":"The Ministry of Education of China is pushing a reform to include statistics and probability in its national elementary and secondary curriculum. The new Standards, Standards-based textbooks, and some preliminary feedback from teachers will be illustrated in this paper.","PeriodicalId":447331,"journal":{"name":"Curricular Development in Statistics Education IASE Roundtable Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133236170","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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