scholarly journals Evaluating the Practices of Instructors Teaching Statistics Courses from Different Undergraduate Programs in Terms of Statistical Literacy

2017 ◽  
Author(s):  
Zeynep Medine Özmen ◽  
Adnan Baki
Keyword(s):  
Statistical Literacy ◽  
Teaching Statistics ◽  
Statistics Courses ◽  
Undergraduate Programs

scholarly journals Statistics Instructors' Perceptions of Statistics Literacy in Different Undergraduate Programs

2021 ◽  
Vol 7 (3) ◽  
pp. 852-871
Author(s):  
Zeynep Medine Özmen ◽  
Adnan Baki
Keyword(s):  
Qualitative Data ◽  
Statistical Literacy ◽  
Course Content ◽  
Under Five ◽  
Statistics Course ◽  
Teaching Statistics ◽  
Statistics Courses ◽  
Undergraduate Programs ◽  
Undergraduate Statistics

The present study aimed to investigate the statistical literacy perceptions of instructors who teach undergraduate statistics courses in different disciplines. Instructors were asked questions on their statistical literacy definitions, organization of the course content, topics emphasized or avoided by instructors in teaching statistics, and instructors post-course expectations from their students. Qualitative data gathered from interviews were analyzed and categorized under five main themes. The instructors' ultimate expectations from the students and the topics they emphasized during the courses are mostly stated in relation with statistical literacy.  They provided less information related statistical literacy about two themes: course content and the issues they avoid. Recommendations from this study include reviewing and revising statistics course content and methods to reveal the components of statistical literacy.

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

Turking Statistics: Student-generated Surveys Increase Student Engagement and Performance

2017 ◽  
Vol 46 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Cameron T. Whitley ◽  
Thomas Dietz
Keyword(s):  
Student Performance ◽  
Teaching Methods ◽  
Amazon Mechanical Turk ◽  
Traditional Teaching ◽  
Statistical Literacy ◽  
Traditional Teaching Methods ◽  
Teaching Statistics ◽  
And Performance ◽  
Performance Perceptions ◽  
Enhance Student Learning

Thirty years ago, Hubert M. Blalock Jr. published an article in Teaching Sociology about the importance of teaching statistics. We honor Blalock’s legacy by assessing how using Amazon Mechanical Turk (MTurk) in statistics classes can enhance student learning and increase statistical literacy among social science gradaute students. In addition, we assess whether using MTurk has an impact on student ability to make professional progress. We find that, compared to traditional teaching methods, using MTurk increased student performance, perceptions, and outcomes. In addition, using MTurk resulted in a measurable increase in statistical literacy. We recommend that instructors teaching statistics consider how MTurk or similar technologies can be used in their classrooms.

scholarly journals Fostering Students’ Statistical Literacy Through Significant Learning Experience

2015 ◽  
Vol 4 (3) ◽  
pp. 259
Author(s):  
Saras Krishnan
Keyword(s):  
Statistics Education ◽  
Learning Experience ◽  
Educational Settings ◽  
Statistical Literacy ◽  
Major Objective ◽  
Statistics Course ◽  
Teaching Statistics ◽  
New Generation

<p><em>A major objective of statistics education is to develop students’ statistical literacy that enables them to be educated users of data in context. Teaching statistics in today’s educational settings is not an easy feat because teachers have a huge task in keeping up with the demands of the new generation of learners. The present day students have higher expectations in terms of classroom pedagogy particularly in the use of creative and engaging methods to create a significant learning experience for them. This paper discusses how students’ statistical literacy can be fostered by creating a more integrated statistics course using the Fink’s Taxonomy of Significant Learning. </em></p>

scholarly journals O ensino de estatística e a percepção de estudantes sobre o impacto do uso dos agrotóxicos

2020 ◽  
Vol 4 (4) ◽  
pp. 694-720
Author(s):  
Sidnéia Almeida Silva ◽  
Irene Mauricio Cazorla
Keyword(s):  
Likert Scale ◽  
Intervention Research ◽  
Mathematical Education ◽  
Teaching Sequence ◽  
Statistical Literacy ◽  
Teaching Statistics ◽  
The Impact ◽  
Investigative Process

Resumo: Este trabalho tem como objetivo analisar o desenvolvimento e implementação de uma sequência de ensino que visou a apropriação dos conceitos estatísticos em contexto, tendo por tema agrotóxicos. Trata-se de uma pesquisa de intervenção, pautada no letramento estatístico proposto por Gal (2002) e no ciclo investigativo de Wild e Pfannkuch (1999), além das orientações de Gil (2008) e Vieira e Dalmoro (2008) na construção da escala Likert. Participaram do estudo 46 estudantes de um colégio situado em um município produtor de hortifrúti e consumidor de agrotóxicos. Os resultados mostram que os estudantes se envolveram em todo o processo investigativo, realizaram atividades estatísticas, deram sentido aos resultados encontrados e aguçaram sua consciência no cuidado com o meio ambiente, alimentos e saúde.Palavras-chave: Educação Matemática; Ensino de Estatística; Ciclo Investigativo; Letramento Estatístico; Agrotóxico. Statistics teaching and students 'perception on the impact of the use of agrotoxicsAbstract: This work aims to analyze the development and implementation of a teaching sequence that aimed at the appropriation of statistical concepts in context, with the theme of pesticides. It is an intervention research, based on the statistical literacy proposed by Gal (2002) and the investigative cycle of Wild and Pfannkuch (1999), in addition to the guidelines of Gil (2008) and Vieira and Dalmoro (2008) in the construction of the Likert scale. 46 students from a school located in a horticultural producer and pesticide consumer city participated in the study. The results show that students were involved in the entire investigative process, they performed statistical activities, gave meaning to the results found and sharpened their awareness in caring for the environment, food and health.Keywords: Mathematical Education; Teaching Statistics. Investigative Cycle. Statistical Literacy. Pesticide. 

scholarly journals STATISTICS TEST QUESTIONS: CONTENT AND TRENDS

2014 ◽  
Vol 13 (2) ◽  
pp. 202-217
Author(s):  
AUDY SALCEDO
Keyword(s):  
Education Research ◽  
Cognitive Abilities ◽  
Statistics Education ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Solo Taxonomy ◽  
Research Journal ◽  
University Level ◽  
Statistics Courses ◽  
The University

This study presents the results of the analysis of a group of teacher-made test questions for statistics courses at the university level. Teachers were asked to submit tests they had used in their previous two semesters. Ninety-seven tests containing 978 questions were gathered and classified according to the SOLO taxonomy (Biggs & Collis, 1982) and to the definitions of statistical literacy, statistical reasoning and statistical thinking (delMas, Ooms, Garfield & Chance, 2007). Results suggest a strong preference for questions that address the evaluation of cognitive abilities in the lower levels of the taxonomies used. Reflections as to the implications of these results for the teaching and evaluation of statistics courses are presented. First published November 2014 at Statistics Education Research Journal Archives

scholarly journals Importancia de la estadística aplicada para la toma de decisiones en marketing

2021 ◽  
Vol 3 (2) ◽  
pp. 63-74
Author(s):  
Diego Alonso Villegas Zamora
Keyword(s):  
Buenos Aires ◽  
After School ◽  
Access To Information ◽  
Statistical Literacy ◽  
International Conference ◽  
Statistics And Probability ◽  
Toma De Decisiones ◽  
Traveling Heater Method ◽  
Teaching Statistics ◽  
Competencias Profesionales

Anderson, D.; Sweeney, D. & Williams, T (2008). Estadística para administración y economía. 0 ed. México. Cengage Learning Azcárate, P. (2006). ¿Por qué no nos gusta enseñar estadística y probabilidad? Conferencia realizada en XII, Jornadas  de  Investigación en el Aula de Matemáticas: Estadística y azar, Granada, España Batanero, C. (2002a). Los retos de la cultura estadística, Jornadas interamericanas de enseñanza de la estadística, Buenos Aires, conferencia inaugural Batanero, C.  (2002b).  Estadística  y  didáctica  de  la  matemática:   Relaciones,   problemas  y aportaciones mutuas. En M. Penalva, G. Torregrosa y J. Valls (Coords.). Aportaciones de la didáctica de la Matemática a diferentes perfiles profesionales (pp. 95-120). Murcia: Editorial Compobell Batanero, C. (2005). Significados de la probabilidad en la educación secundaria. Revista Latinoamericana de Investigación en Matemáticas, 8(3), 247-264 Batanero, C., Godino, J. D., Green, D. R., Holmes, P & Vallecillos, A. (1994). Errors and difficulties in understanding elementary statistical concepts. International Journal of Mathematics Education in Science and Technology, 25(4), 527-547 Behar, R. & Ojeda, M. (2000). El proceso de aprendizaje de la estadística: ¿Qué puede estar fallando? Heurística, 10, 26-43 Blalock, H. M. (1998). Estadística social. México. FCE. 6” reimpresión Casas-Sánchez, J. M. & Santos-Peñas, J. (2002). Introducciónalaestadísticaparaadministración y dirección de empresas segunda edición DeGroot, M. H. (2012). Probability and statistics. Pearson DeGroot, M. H., & Fienberg, S. E. (1981). Assessing Probability Assessors: Calibration and Refinement. CARNEGIE-MELLON UNIV PITTSBURGH PA DEPT OF STATISTICS   Easterby-Smith, M., Thorpe, R., Jackson, P.  R.,   & Jaspersen, L. J. (2018). Management and business research. Sage Friz, C. M.; Sanhueza, H. S. & Figueroa, M. E. (2011). Concepciones de los estudiantes para profesor de Matemáticas sobre las competencias profesionales implicadas en la enseñanza de la Estadística. Revista electrónica de investigación educativa, 13(2), 113-131 Gómez, L. (2013). Diseño de un sistema de información de marketing. Tesis para optar por el título de Máster en Dirección, Universidad de La Habana. 2008. [2]. s/a, (2013). Los sistemas de Marketing, Recuperado el 2013, de cvh. ehu.es: http://cvb.ehu.es/open_course_ware/ castellano/social_juri /marketing/tema-5/ tema-5.pdf Holmes, P. (1980). Teaching Statistics, 11-16. Sloug: Foulsham Educational Lent, B., Dost, S., Redden, R. F., & Liu, Y. (2002). Mathematical simulation of the traveling heater method growth of ternary semiconductor materials under suppressed gravity conditions. Journal of crystal growth, 237, 1876-1880 Mood, A.M. & Graybill, E.A, (1972). Introducción a la teoría estadística. México Moreno, J.L. (1998), “Statistical Literacy. Statistics Long after School”, en L., Pereira- Mendoza et al. (ed.), Proceedings of the 5th International Conference on Teaching Statistics, Singapur, pp. 447-452 Muñoz, E. D. (2007). El aprendizaje de la estadística en estudiantes universitarios de profesiones no matemáticas. Educación Matemática, 19(2), 41- 66 Ottaviani, M. G. (1998). Developments and perspectivesinstatistical education. Documento presentado en el Congreso Estadística para el desarrollo Económico y Social, Aguascalientes, México Pacheco, E. A. (2013). La estadística aplicada como herramienta para la dirección integral de las organizaciones. (Spanish). Gestión Y Estrategia, (44), 125-138       Pomilio, C., Miño, M., Brignone, N., Facal, G., Telesnicki, M., Fass, M., Filloy, J., Cueto, G., Fernández, M., & Perez, A. (2017). Análisis de actividades sobre estadística descriptiva en libros de educación media: ¿Qué se pretende que los estudiantes aprendan? Porter, M. E. (2015). Estrategia competitiva: técnicas para el análisis de los sectores industriales y de la competencia. Grupo Editorial Patria Ritchey, E. J. (2008). Estadística para las ciencias sociales. México. McGraw-Hill. 2da edición Rowley, J.,  & Farrow, J. (2018). Organizing Knowledge: An Introduction to Managing Access to Information: Introduction to Access to Information. Routledge Sosa-Escudero, W. (2014). Qué es (y qué no es) la estadística: Usos y abusos de una Disciplina clave en la vida de los países y las personas. Buenos Aires: Siglo Veintiuno Editores   Tovar, C. J.; Castillo, S. H. & Marín, M. del P. (2010). Preconcepciones de estudiantes de la Pontificia Universidad Javeriana Cali sobre el curso de estadística. Pensamiento Psicológico, 3(9). Recuperado a partir de //revistas.javerianacali. edu.co/index.php/pensamientopsicologico/ article/view/60 Utts, J. (2002), “What Educated Citizens Should Know About Statistics and Probability”, Proceedings of the 6th International Conference on Teaching Statistics, Sudáfrica Webster, A. L., & García, Y. M. (2000). Estadística aplicada a los negocios y la economía

Statistical Literacy in the Classroom: Should Introductory Statistics Courses Rethink their Goals?

2016 ◽  
Vol 7 (1-2) ◽  
Author(s):  
Cynthia McLauchlan ◽  
Matthias Schonlau
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Learning Outcome ◽  
Simple Random Sample ◽  
Introductory Statistics ◽  
Statistical Literacy ◽  
Margin Of Error ◽  
Statistics Course ◽  
Statistics Courses ◽  
The University

AbstractMany undergraduate degrees require the completion of an introductory statistics course, but it is unclear to what extent taking a statistics course improves statistical literacy. We conducted an online survey with a simple random sample of undergraduate students at the University of Waterloo, Canada. We then compared students who have completed at least one statistics course to those who have completed none and found that taking a statistics course did not improve statistical literacy on the questions asked (causation versus correlation, margin of error, and others). Introductory statistics courses may want to address statistical literacy as a learning outcome more explicitly for a better understanding of public policies.

Evaluating the Statistics Courses in Terms of the Statistical Literacy: Didactic Pathways of Pre-Service Mathematics Teachers

2021 ◽  
Vol 16 (2) ◽  
pp. em0627
Author(s):  
Neslihan Uzun ◽  
Bulent Guven ◽  
Adnan Baki ◽  
Zeynep Medine Ozmen ◽  
Zeynep Arslan
Keyword(s):  
Mathematics Teachers ◽  
Statistical Literacy ◽  
Statistics Courses
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