Fundamental Statistical Ideas in the School Curriculum and in Training Teachers

Burrill, Gail; Biehler, Rolf

doi:10.1007/978-94-007-1131-0_10

Cited by 91 publications

(68 citation statements)

References 16 publications

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“…There were also frameworks developed for the Data Investigations and Inferential Reasoning courses to support teachers' learning of statistics and making connections to their teaching practice (See Appendix). For example, the Data Investigations development team built upon an existing framework (Guidelines for Assessment and Instruction in Statistics Education [GAISE], Franklin et al, 2007) by incorporating research on students' development of statistical thinking (e.g., Ben-Zvi & Garfield, 2004;Shaughnessy, 2007; and productive statistical habits of mind (e.g., Burrill & Biehler, 2011;Wild & Pfannkuch, 1999). The new framework, Students' Approaches to Statistical Investigations [SASI, Fig.…”

Section: Enactment Of the Job-connected Learning Design Principlementioning

confidence: 99%

Effective design of massive open online courses for mathematics teachers to support their professional learning

Hollebrands

Lee

2020

ZDM Mathematics Education

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Three MOOCs for Educators (MOOC-Eds) were designed for mathematics and statistics teachers based on principles of effective online professional development that include: self-directed learning, learning from multiple voices, job-connected learning, and peer-supported learning (Kleiman et al., in: Kim (ed) Massive Open Online Courses: the MOOC Revolution, Routledge, New York, 2015). We examined how these design principles were enacted in the development of the MOOC-Eds and how they influenced the engagement of 5767 participants. We also analyzed opportunities the MOOC-Eds provided for participants to develop their knowledge of, beliefs about, and attitudes towards teaching mathematics and statistics. The Interconnected Model of Professional Growth (Clarke and Hollingsworth in Teach Teach Educ 18(8):947-967, 2002) was used to guide analysis of click data, discussion forum posts, and interviews to consider the ways in which elements of the external domain influenced the personal domain of participants. Evidence is presented to illustrate the enactment of design principles and their effects.

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Section: Enactment Of the Job-connected Learning Design Principlementioning

confidence: 99%

Effective design of massive open online courses for mathematics teachers to support their professional learning

Hollebrands

Lee

2020

ZDM Mathematics Education

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“…Frameworks can assist teachers in applying content and strategies learned in PD to their own instructional practices (Franke, Carpenter, Levi, Fennema, 2001;Boston & Smith, 2011). Building upon an existing framework (Franklin et al, 2007), the development team incorporated recent research on students' statistical thinking and productive statistical habits of mind (e.g., Burrill & Biehler, 2011;Wild & Pfannkuch, 1999). A habit of mind is developed when a person approaches situations in similar ways so they develop a more general heuristic over time (Cuoco, Goldenberg, & Mark, 1996).…”

Section: Online Course Context For the Studymentioning

confidence: 99%

Examining How Online Professional Development Impacts Teachers’ Beliefs About Teaching Statistics

Lee

Mojica

Lovett

2020

OLJ

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With online learning becoming a more viable option for teachers to develop their expertise, our report shares one such effort focused on improving the teaching of statistics. We share design principles and learning opportunities in an online course developed specifically to serve as a widescale online professional development opportunity for educators, thus deemed as a massive open online course for educators (MOOC-Ed). In this report we focus on a subset of 412 participants who identified themselves as classroom teachers. We use multiple data sources, quantitative and qualitative, to characterize changes in teachers' beliefs and perspectives about statistics and identify triggers in the course that appear to influence teachers' sense making about issues related to teaching statistics. Implications about specific course experiences that served as triggers for critical reflection and change are discussed.

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“…A fundamental idea in statistics is the association and modeling of relations between two variables (Burrill & Biehler, ). Students are often introduced to the topic by informally fitting (i.e., by eye) an LOBF to bivariate, quantitative data displayed in a scatterplot.…”

Section: Literature Reviewmentioning

confidence: 99%

Slope and Line of Best Fit: A Transfer of Knowledge Case Study

Nagle

Casey

Moore‐Russo

2017

School Sci & Mathematics

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This paper brings together research on slope from mathematics education and research on line of best fit from statistics education by considering what knowledge of slope students transfer to a novel task involving determining the placement of an informal line of best fit. This study focuses on two students who transitioned from placing inaccurate to accurate lines of best fit during a task-based interview. The analysis focuses on describing shifts in slope reasoning that accompanied the change to accurately placed lines, and investigates factors that may have influenced the shift in reasoning. The results have implications for the teaching of both slope and the line of best fit.

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Fundamental Statistical Ideas in the School Curriculum and in Training Teachers

Cited by 91 publications

References 16 publications

Effective design of massive open online courses for mathematics teachers to support their professional learning

Effective design of massive open online courses for mathematics teachers to support their professional learning

Examining How Online Professional Development Impacts Teachers’ Beliefs About Teaching Statistics

Slope and Line of Best Fit: A Transfer of Knowledge Case Study

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