Linking academic knowledge and professional experience in using statistics: a design experiment for business school students

Hahn, Corinne

doi:10.1007/s10649-011-9363-9

Cited by 20 publications

(21 citation statements)

References 23 publications

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“…Today, statistical reasoning has become a ubiquitous part of many disciplines, such as business [1], education, and engineering. Nevertheless, high school students appear to have poor statistical reasoning ability [2], and they often harbor numerous misconceptions about statistical reasoning, as found in our preliminary and earlier studies.…”

Section: Introductionmentioning

confidence: 99%

A Framework for Assessing High School Students' Statistical Reasoning

2016

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Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students’ statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students’ statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework’s cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments.

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Section: Introductionmentioning

confidence: 99%

A Framework for Assessing High School Students' Statistical Reasoning

2016

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“…1 The modeling cycle (Blum & Leiss, 2007) mathematics and school mathematics, yet effective interfacing requires the support of all stakeholders. From the school mathematics perspective, teachers should better prepare students to confront real-world situations in modern life by enhancing their understanding of workplace mathematics, which is unlike most "realistic" and "authentic" problems that students encounter in formal school mathematics (FitzSimons & Mitsui, 2013;Hahn, 2014). Incorporating these learning experiences can offer students the opportunity to make sense of the practices that engineers use (FitzSimons, 2013).…”

Section: The Interface Between Workplace Mathematics and School Mathematicsmentioning

confidence: 99%

“…Regarding the second goal of this study, another major finding that also refers to the reality realm of mathematics modeling, was that the most common method specified by the engineers for simplification of TRW problems for secondary school mathematics was bridging analogies. Researchers have emphasized the importance of realism to students' lives for improving their applied problem-solving skills (Freudenthal, 1968;Hahn, 2014;Lesh, 1981;Sevinc & Lesh, 2018). Engineers suggest using varied methods that they themselves apply to explain the extra-mathematical domain, i.e., the tech-related aspect of the TRW problem.…”

Section: Conclusion and Contributionmentioning

confidence: 99%

Mathematical modeling of tech-related real-world problems for secondary school-level mathematics

Kohen

Orenstein

2021

Educ Stud Math

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The use of authentic real-world problems that reflect the applied nature of mathematics is not prevalent in formal secondary school settings. In this study, we explore the interface between workplace mathematics, particularly tech-related real-world (TRW) problems, and school mathematics, through the explication of mathematical modeling. The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems. The first two phases of the model included extracting authentic problems from the work of tech engineers and simplifying them to be meaningful or perceivable to students. These were explored by conducting task-oriented interviews with senior tech engineers and scientists from leading companies and universities. The third phase was accomplished by interviewing mathematics education experts, and included verifying the compatibility of the problems with the formal, secondary-level mathematics curriculum. The study has methodological, theoretical, and practical contributions. These include methodology that enables identifying TRW problems that are compliant with the secondary mathematics curriculum; adding to the literature about mathematical modeling by demonstrating the interface between workplace mathematics and school mathematics; and creating a large pool of TRW problems that can be used in secondary school math lessons.

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“…Boundary crossing and third space contexts (e.g., Tuomi-Gröhn & Engestrom, 2003;Williams & Wake, 2007a;Hahn, 2011;Akkerman & Bakker, 2011) can thus also be used to bring academic/theoretical practices and practical/vocational work practices together, integrating the two types of knowledge, assisted by the awareness which can arise due to the contrasting approaches (Bakker & Akkerman, 2013).…”

Section: Introductionmentioning

confidence: 99%

Making abstract mathematics concrete in and out of school

Swanson

Williams

2014

Educ Stud Math

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We adopt a neo-Vygotskian view that a fully concrete scientific concept can only emerge from engaging in practice with systems of theoretical concepts, such as when mathematics is used to make sense of outside school or vocational practices. From this perspective, the literature on mathematics outside school tends to dichotomise in-and outof-school practice and glamorises the latter as more authentic and situated than academic mathematics. We then examine case study ethnographies of mathematics in which this picture seemed to break down in moments of mathematical problem solving and modelling in practice: (1) when amateur or professional players decided to investigate the mathematics of darts scoring to develop their "outing" strategies and (2) when a prevocational mathematics course task challenged would-be mathematics teachers' concept of fractions. These examples are used to develop the Vygotskian framework in relation to vocational and workplace mathematics. Finally, we propose that a unified view of mathematics, outside and inside school, on the basis of Vygotsky's approach to everyday and scientific thought, can usefully orientate further research in vocational mathematics education.Keywords Vygotsky . Abstract and concrete mathematics . Vocational mathematics . In and out of school 1 Introduction

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Linking academic knowledge and professional experience in using statistics: a design experiment for business school students

Cited by 20 publications

References 23 publications

A Framework for Assessing High School Students' Statistical Reasoning

A Framework for Assessing High School Students' Statistical Reasoning

Mathematical modeling of tech-related real-world problems for secondary school-level mathematics

Making abstract mathematics concrete in and out of school

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