The Development of Children's Concepts of the Arithmetic Average

Strauss, Sidney; Bichler, Efraim

doi:10.2307/749111

Cited by 73 publications

(61 citation statements)

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“…Both of these topics were typically found in earlier curriculum documents associated with procedures for calculating means and probabilities. In the 1980s Pollatsek, Lima and Well (1981) and Mevarech (1983) demonstrated student difficulty with weighted averages, as did Strauss and Bichler (1988) with the general properties of the mean. Mokros and Russell (1995) identified the dilemma of representativeness for averages and Cai (1995and Cai ( , 1998 revealed difficulties with the notion of mean due to students' failure to work the algorithm backward.…”

Section: Measuring Student Understandingmentioning

confidence: 99%

Explaining Student Achievement: the Influence of Teachers’ Pedagogical Content Knowledge in Statistics

Callingham

Carmichael

Watson

2015

Int J of Sci and Math Educ

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Abstract:Statistics is an increasingly important component of the mathematics curriculum. StatSmart was a project intended to influence middle-years students' learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in Grade 5/6 to Grade 9 undertook three tests, a pre-test, a post-test and a longitudinal retention test over a period of two years. Their teachers completed a survey that included items measuring pedagogical content knowledge (PCK) for teaching statistics. Despite the development of valid instruments to measure both student and teacher content knowledge and teachers' PCK, linking teachers' knowledge directly to students' learning outcomes has proved elusive. Multi-level modeling of results from 789 students for whom there were three completed tests and measures from their teachers indicated that students' outcomes were influenced positively by their initial teacher's PCK. Extended participation of teachers in the project also appeared to reduce negative effects of changing teachers.

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Section: Measuring Student Understandingmentioning

confidence: 99%

Explaining Student Achievement: the Influence of Teachers’ Pedagogical Content Knowledge in Statistics

Callingham

Carmichael

Watson

2015

Int J of Sci and Math Educ

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“…Mokros and Russell did, however, find that reasoning improved as the students became older. In a study by Strauss and Bichler (1988), some school students (aged 8 to 14) did not see the mean as a number representative of a data set, but were more likely to do so as the students became older. Some of the students in Strauss and Bichler"s study also had difficulties understanding the result when the mean was a fraction that had no counterpart in reality, such as one third of a soccer ball per person.…”

Section: Misconceptions About Measures Of Central Tendencymentioning

confidence: 99%

Students’ Understanding of Statistical Inference: Implications for Teaching

Reaburn

2018

Structuring the Thesis

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“…Batanero (2001) afirma que o número de investigações sobre a didática da Estatística é ainda muito escasso, em comparação com os existentes em outros ramos da Dentre os conceitos da Estatística Descritiva, o conceito de média aritmética "salvo melhor juízo" é o mais estudado. Destacamos, além do estudo realizado por Marques, Guimarães e Gitirana (2011), os trabalhos de Batanero (2000), Cazorla (2003), Gobo e Batanero (2004), Haro e Moll (2010), Magina et al (2008) e Strauss e Bichler (1988).…”

Section: Introductionunclassified

O uso de um jogo de treinamento no ensino dos conceitos de média e variância

Lopes¹

2014

Reveduc

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ResumoApresentamos, neste artigo, o relato de uma experiência de ensino que utilizou, em sala de aula, um jogo de dados, para o reforço no aprendizado dos conceitos de média e variância. O jogo é original e utiliza, simultaneamente, esses dois importantes conceitos da Estatística Descritiva. Formulamos também alguns problemas, envolvendo situações de jogo, cujas soluções, obtidas pelos próprios alunos, têm por objetivo reforçar os conceitos matemáticos presentes nas definições de média e de variância. Pelos relatos dos alunos e das professoras que aplicaram o jogo, acreditamos que a atividade desenvolvida tenha contribuído para a apreensão dos conceitos de média e variância pelos alunos. Esperamos que a sequência didática aqui apresentada possa auxiliar o professor do Ensino Médio no seu trabalho com esses conceitos. Palavras-chave: Ensino de Estatística, Jogos, Resolução de problemas. AbstractIn the present study, we describe a classroom teaching experience with a dice game to reinforce the learning of the concepts of mean and variance. The game is an original proposal and uses these two important concepts of Descriptive Statistics. We have also formulated some problems involving game situations. The solutions of these problems, obtained by the students, are intended to reinforce the mathematics concepts present in the definitions of mean and variance. Based on the reports of the students and teachers that applied the dice game, we believe that the activity contributed for the learning of the concepts of means and variance by the students. Therefore, we hope that the didactics sequence presented herein can help high school teachers in their work with these concepts.

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The Development of Children's Concepts of the Arithmetic Average

Cited by 73 publications

References 0 publications

Explaining Student Achievement: the Influence of Teachers’ Pedagogical Content Knowledge in Statistics

Explaining Student Achievement: the Influence of Teachers’ Pedagogical Content Knowledge in Statistics

Students’ Understanding of Statistical Inference: Implications for Teaching

O uso de um jogo de treinamento no ensino dos conceitos de média e variância

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