Developing Students’ Statistical Reasoning: Connecting Research and Teaching Practice

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Springer Science & Business Media, Sep 8, 2008 - Education - 408 pages
1 Review

Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students’ learning.

This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book’s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what I’m doing now really the best thing for my students? What could I do better?"

J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA

This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses.

Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA

 

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Contents

The Discipline of Statistics Education1
3
Research on Teaching and Learning Statistics1
20
Creating a Statistical Reasoning Learning Environment
45
Assessment in Statistics Education1
64
Using Technology to Improve Student Learning of Statistics1
91
Connecting Research to Teaching Practice
117
Learning to Reason About Data
123
Learning to Reason About Statistical Models and Modeling
143
Learning to Reason About Samples and Sampling Distributions
235
Learning to Reason About Statistical Inference
260
Learning to Reason About Covariation1
289
The Role of Collaboration in Improving Statistics Education in Learning in Teaching and in Research
311
Collaboration in the Statistics Classroom1
313
Collaboration in Teaching and Research
325
References
343
Resources
373

Learning to Reason About Distribution
165
Learning to Reason About Center
187
Learning to Reason About Variability
201
Learning to Reason About Comparing Groups
215
Tables of Activities
391
Author Index
397
Subject Index
405
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