Robert C. Schoen , Christopher Rhoads , Alexandra Perez , Tim Jacobbe , Lanrong Li
{"title":"改进统计教学","authors":"Robert C. Schoen , Christopher Rhoads , Alexandra Perez , Tim Jacobbe , Lanrong Li","doi":"10.1016/j.learninstruc.2024.102018","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Statistical literacy is more important now than ever. Mathematics teachers are often expected to teach statistics, but statistics and mathematics differ in important ways. The mathematics teaching workforce needs more opportunities to learn statistics and how to teach it accurately and effectively.</div></div><div><h3>Aims</h3><div>This study was designed to estimate the effects of an intervention. The intervention consisted of a combination of an inquiry-oriented curriculum replacement unit and teacher learning opportunities in statistics and probability. Primary outcomes of interest were instructional practice and student understanding of statistics and probability.</div></div><div><h3>Sample</h3><div>The study sample included seventh-grade teachers and their students (age 13) in a single, urban school district in the southeastern United States. There were 74 classrooms represented in the analytic sample for the instructional outcome and 2,283 students in the analytic sample for the student outcome.</div></div><div><h3>Methods</h3><div>Schools were randomly assigned to the treatment or control conditions with equal probability of assignment to condition. Treatment-condition teachers participated in four days of professional learning workshops focused on teaching a 20-day curriculum unit. The Instructional Quality Assessment was used to measure instructional practice. The Levels of Conceptual Understanding in Statistics assessment instrument was used to measure student learning outcomes. Data analysis used hierarchical linear modeling.</div></div><div><h3>Results</h3><div>Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found.</div></div><div><h3>Conclusions</h3><div>The study results indicate that the inquiry-oriented lessons in the curriculum—with the support of teacher-learning opportunities—can improve instruction and increase student learning in statistics.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001452/pdfft?md5=0000f3eaf4a473dd6445d155d9a15060&pid=1-s2.0-S0959475224001452-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Improving the teaching and learning of statistics\",\"authors\":\"Robert C. Schoen , Christopher Rhoads , Alexandra Perez , Tim Jacobbe , Lanrong Li\",\"doi\":\"10.1016/j.learninstruc.2024.102018\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Statistical literacy is more important now than ever. Mathematics teachers are often expected to teach statistics, but statistics and mathematics differ in important ways. The mathematics teaching workforce needs more opportunities to learn statistics and how to teach it accurately and effectively.</div></div><div><h3>Aims</h3><div>This study was designed to estimate the effects of an intervention. The intervention consisted of a combination of an inquiry-oriented curriculum replacement unit and teacher learning opportunities in statistics and probability. Primary outcomes of interest were instructional practice and student understanding of statistics and probability.</div></div><div><h3>Sample</h3><div>The study sample included seventh-grade teachers and their students (age 13) in a single, urban school district in the southeastern United States. There were 74 classrooms represented in the analytic sample for the instructional outcome and 2,283 students in the analytic sample for the student outcome.</div></div><div><h3>Methods</h3><div>Schools were randomly assigned to the treatment or control conditions with equal probability of assignment to condition. Treatment-condition teachers participated in four days of professional learning workshops focused on teaching a 20-day curriculum unit. The Instructional Quality Assessment was used to measure instructional practice. The Levels of Conceptual Understanding in Statistics assessment instrument was used to measure student learning outcomes. Data analysis used hierarchical linear modeling.</div></div><div><h3>Results</h3><div>Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found.</div></div><div><h3>Conclusions</h3><div>The study results indicate that the inquiry-oriented lessons in the curriculum—with the support of teacher-learning opportunities—can improve instruction and increase student learning in statistics.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-09-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001452/pdfft?md5=0000f3eaf4a473dd6445d155d9a15060&pid=1-s2.0-S0959475224001452-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001452\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001452","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Statistical literacy is more important now than ever. Mathematics teachers are often expected to teach statistics, but statistics and mathematics differ in important ways. The mathematics teaching workforce needs more opportunities to learn statistics and how to teach it accurately and effectively.
Aims
This study was designed to estimate the effects of an intervention. The intervention consisted of a combination of an inquiry-oriented curriculum replacement unit and teacher learning opportunities in statistics and probability. Primary outcomes of interest were instructional practice and student understanding of statistics and probability.
Sample
The study sample included seventh-grade teachers and their students (age 13) in a single, urban school district in the southeastern United States. There were 74 classrooms represented in the analytic sample for the instructional outcome and 2,283 students in the analytic sample for the student outcome.
Methods
Schools were randomly assigned to the treatment or control conditions with equal probability of assignment to condition. Treatment-condition teachers participated in four days of professional learning workshops focused on teaching a 20-day curriculum unit. The Instructional Quality Assessment was used to measure instructional practice. The Levels of Conceptual Understanding in Statistics assessment instrument was used to measure student learning outcomes. Data analysis used hierarchical linear modeling.
Results
Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found.
Conclusions
The study results indicate that the inquiry-oriented lessons in the curriculum—with the support of teacher-learning opportunities—can improve instruction and increase student learning in statistics.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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