Research on Statistics Teachers’ Cognitive and Affective Characteristics

Groth, Randall E.; Meletiou-Mavrotheris, Μaria

doi:10.1007/978-3-319-66195-7_10

Cited by 28 publications

(43 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This requires them to have appropriate content knowledge (CK) of ISI (Groth & Meletiou-Mavrotheris, 2018) that must extend beyond what their students will learn (Ball, Thames, & Phelps, 2008;Fennema & Franke, 1992;Pfannkuch & Ben-Zvi, 2011). However, many students enter tertiary education in general (Chance, delMas, & Garfield, 2004) and teacher college in particular (De Vetten, Schoonenboom, Keijzer, & Van Oers, 2018b) with a shallow, isolated understanding of the concepts underlying statistical inference.…”

Section: Introductionmentioning

confidence: 99%

“…However, many students enter tertiary education in general (Chance, delMas, & Garfield, 2004) and teacher college in particular (De Vetten, Schoonenboom, Keijzer, & Van Oers, 2018b) with a shallow, isolated understanding of the concepts underlying statistical inference. Many pre-service teachers have difficulty making inferences and lack understanding of representativeness and sampling variability (De Vetten, Schoonenboom, Keijzer, & Van Oers, 2018a;De Vetten et al, 2018b;Groth & Meletiou-Mavrotheris, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The research literature does not provide examples of interventional studies that show how to foster in a limited time frame the ISI-CK of pre-service teachers with limited knowledge of this topic at the onset of the intervention (De Vetten et al, 2018a;Groth & Meletiou-Mavrotheris, 2018;Leavy, 2010). Therefore, the aim of the present work is to study the development of the ISI-CK of pre-service primary school teachers with limited ISI-CK in an intervention of limited length.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The development of informal statistical inference content knowledge of pre-service primary school teachers during a teacher college intervention

et al. 2018

View full text Add to dashboard Cite

Teachers who engage primary school students in informal statistical inference (ISI) must themselves have good content knowledge of ISI (ISI-CK). However, little is known about how college education for pre-service teachers can contribute to the development of their ISI-CK. To address this shortcoming, we used a case study to investigate ISI-CK development in a class of 21 pre-service primary school teachers who participated in a short intervention (180 min). Based on qualitative and quantitative analyses of the pretest, posttest and intervention data, the results suggest that most participants acknowledged it is possible to make uncertain inferences. An assignment to search the media for inferential claims seemed to create awareness regarding inference and the need to distinguish between a sample and a population. A simulation involving random sampling and varied sample size probably increased the participants' knowledge of sampling variability and random sampling. No development was seen in the participants' knowledge about sufficient sample sizes. The statistical investigation conducted by the participants during a model lesson may have strengthened their awareness of ISI, but it also revealed that many participants continued to favour distributed sampling over random sampling. Further research on belief formation with regard to data as evidence, sampling methods and the expression of uncertainty in the context of ISI is needed.Educ Stud Math (2018) 99:217-234 https://doi

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The development of informal statistical inference content knowledge of pre-service primary school teachers during a teacher college intervention

et al. 2018

View full text Add to dashboard Cite

show abstract

“…Before I underpin this point, I ask the reader to solve the task Kapur used with 14 to 15-year-olds who had just first learned about the standard deviation: My first problem with this item is that it cannot be expected that students having just learned about the SD can answer this question. Even university students and statistics teachers struggle with the concept of SD in relation to distribution and mean (delMas et al 2007;delMas and Liu 2005;Groth and Meletiou-Mavrotheris 2018;Peters 2009). My second problem is that I found it very hard to imagine a distribution with the following characteristics: minimum of 40 s, arithmetic mean of 45, and an SD of 10.…”

Section: The Contributions To the Special Issuementioning

confidence: 99%

Discovery learning: zombie, phoenix, or elephant?

Bakker

2018

Instr Sci

View full text Add to dashboard Cite

Discovery learning continues to be a topic of heated debate. It has been called a zombie, and this special issue raises the question whether it may be a phoenix arising from the ashes to which the topic was burnt. However, in this commentary I propose it is more like an elephant-a huge topic approached by many people who address different aspects. What is needed in the discussion about discovery learning and related approaches, I argue, is sublation: the kind of lifting up from the one-dimensional discussion between two extremes (minimal guidance vs. instruction) that puts an end to the everlasting tug of war by integrating justified concerns from both opposite positions. I evaluate how the different contributions to the special issue help to sublate the discussion about discovery learning to a higher level. In particular, the case study presented by Trninic illustrates how strong guidance and repetition may be needed for the discovery of something that cannot be told. I further suggest scaffolding, inferentialism, and design research as potential theoretical and methodological ways forward.

show abstract

“…In the case of probability many prospective and in-service primary school teachers may feel uncomfortable when teaching in case the teaching they received was based on definitions of new concepts or examples of procedures for solving mathematics problems. Because of a routine learning these teachers may not value probability or consider themselves not well prepared to teach the topic (Groth & Meletiou-Mavrotheris, 2018).…”

Section: Introductionmentioning

confidence: 99%

Prospective Primary School Teachers’ Attitudes towards Probability and its Teaching

Estrada

Batanero

2019

INT ELECT J MATH ED

View full text Add to dashboard Cite

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.

show abstract

Research on Statistics Teachers’ Cognitive and Affective Characteristics

Cited by 28 publications

References 74 publications

The development of informal statistical inference content knowledge of pre-service primary school teachers during a teacher college intervention

The development of informal statistical inference content knowledge of pre-service primary school teachers during a teacher college intervention

Discovery learning: zombie, phoenix, or elephant?

Prospective Primary School Teachers’ Attitudes towards Probability and its Teaching

Contact Info

Product

Resources

About