Exploring Teachers’ Attitudes Towards Probability and Its Teaching

Estrada, Assumpta; Batanero, Carmen; Díaz, Carmen

doi:10.1007/978-3-319-72871-1_18

Cited by 20 publications

(43 citation statements)

References 18 publications

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“…In this new sample, the results again suggest a positive attitude towards probability and its teaching that reproduce those obtained in the pilot samples in Estrada et al (2018). These attitudes are better than attitudes towards statistics reported in previous studies so that the topic seems to be more valuable for prospective teachers in our sample who are more willing to teach probability than statistics.…”

Section: Discussion and Research Perspectivessupporting

confidence: 83%

“…In Figure 1, we display the distribution of the total score for the entire questionnaire in the whole sample and observe that the majority of students are distributed above the theoretical mean value of 84, marked by a red line on the graph, which suggests that these prospective teachers have a generally positive attitude towards probability; this finding coincides with the results of the two pilot samples (Estrada et al, 2018).…”

Section: Global Resultssupporting

confidence: 73%

“…To fulfil this need, we started a research project that was oriented to inform about the prospective teachers attitudes towards probability and towards the teaching of probability. In a first step we developed a valid and reliable questionnaire that is useful for this purpose and is described in detail in Estrada, Batanero and Díaz (2018). In this new paper we complete the above research and present the results of applying the questionnaire to a sample of 416 prospective primary school teachers.…”

Section: / 14mentioning

confidence: 99%

“…Moreover, our literature review revealed a lack of research related to teachers' attitudes towards probability and its teaching. In Estrada, Batanero and Diaz (2018) we started a research project oriented to fulfil this need and we develop a scale which is described with detail in Estrada et al (2018). In this new paper we use the same scale.…”

Section: Previous Researchmentioning

confidence: 99%

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Prospective Primary School Teachers’ Attitudes towards Probability and its Teaching

Estrada

Batanero

2019

INT ELECT J MATH ED

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Since probability is a new topic at the primary school level in many countries, many primary school teachers may consider themselves not well prepared or may not value the formative role of probability as a topic for their students to learn. Consequently, the assessment of teachers' attitudes using valid and reliable instruments is a preliminary step in organizing formative actions for these teachers. In Estrada, Batanero and Díaz (2018), we described the development of a scale aimed at measuring primary school teachers' attitudes towards probability and the teaching of probability. In this new paper we complete the above research and present the results of applying the questionnaire to a sample of 416 prospective primary school teachers. We analyze the results related to the different items, subscales, and total score in the scale, and explore the influence of some variables on the participants' attitudes.

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Section: Discussion and Research Perspectivessupporting

confidence: 83%

Section: Global Resultssupporting

confidence: 73%

Section: / 14mentioning

confidence: 99%

Section: Previous Researchmentioning

confidence: 99%

See 2 more Smart Citations

Prospective Primary School Teachers’ Attitudes towards Probability and its Teaching

Estrada

Batanero

2019

INT ELECT J MATH ED

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“…As mentioned above, data for this study were collected using the EAEE scale of attitudes designed by Estrada [23], which has been widely used by many researchers to measure attitudes toward statistics [30,36,37] It is a scale with five levels of opinion, composed of 25 items (Table 1), to evaluate the following elements: pedagogic (affective, cognitive, and behavioral) and anthropologic (social, educational, and instrumental).…”

Section: Data Collection Instrumentsmentioning

confidence: 99%

Analysis of attitudinal components towards statistics among students from different academic degrees

et al. 2020

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Despite its important position in academic and scientific fields, as well as in daily life, statistics is a subject that generates negative attitudes within most t disciplines in the college curriculum. This paper proposes a method for analysing different students' attitudes toward statistics using paired ANOVA tests for comparing components and groups, and discriminant analysis application for measuring the discriminant power of different components. This method was applied to a sample of 145 teachers in training from the University XXX who were studying for degrees in Spanish, English, social sciences, and mathematics during the 2016-2017 academic year. Pedagogic and anthropologic components were established using Estrada's Scale of Attitudes toward Statistics (EAEE). All the students were characterized on such a scale. The results show higher scores, mainly in instrumental components (and, to a lesser extent, cognitive and social components) from students majoring in mathematics. Furthermore, the cognitive component that most strongly characterizes students working toward a degree in social sciences, which suggests that they perceive statistics as a reliable subject but are not as aware of its utility when facing problems in everyday life. The information obtained in this study can be used to devise strategies that can lead to an improvement in future teachers' attitudes toward statistics, which would, in turn, improve the performance of their future students.

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Exploring How Chilean Pre-service Teachers’ Attitudes Towards Stochastics Vary by Content Topic

Ruz¹,

Chance²,

Contreras³

2021

Int J of Sci and Math Educ

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Promoting positive student attitudes towards stochastics has become a core goal of statistics education reform, and we argue that this starts with the teachers during their teacher preparation program. Building on previous work assessing teachers' attitudes, we focus on how pre-service teacher attitudes vary across different dimensions, and how these patterns can inform teacher training. We present results from assessing attitudes towards stochastics and its teaching for a sample of 269 pre-service Chilean mathematics teachers across three topics: descriptive statistics, probability, and statistical inference. Using a quantitative approach, and considering attitudes towards content and pedagogy, we focus on describing the main attitudinal differences among these three areas. In general, we found positive attitude towards the content and its teaching in all three areas, but with differences among them, primarily in the area of statistical inference. We end with some proposals aimed at improving teacher preparation, focusing on helping pre-service teachers understand the utility and overarching process of statistical investigations.

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Exploring Teachers’ Attitudes Towards Probability and Its Teaching

Cited by 20 publications

References 18 publications

Prospective Primary School Teachers’ Attitudes towards Probability and its Teaching

Prospective Primary School Teachers’ Attitudes towards Probability and its Teaching

Analysis of attitudinal components towards statistics among students from different academic degrees

Exploring How Chilean Pre-service Teachers’ Attitudes Towards Stochastics Vary by Content Topic

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