The Teaching and Learning of Statistics

 The Teaching and Learning of Statistics

  • Provides both empirical and practical examples of the teaching and learning of statistics around the world.
  • Explores multiple contexts of teaching and learning statistics.
  • Includes sections on curriculum, pedagogy, learning trajectories, and assessment

This book presents the breadth and diversity of empirical and practical work done on statistics education around the world. A wide range of methods are used to respond to the research questions that form it's base. Case studies of single students or teachers aimed at understanding reasoning processes, large-scale experimental studies attempting to generalize trends in the teaching and learning of statistics are both employed. Various epistemological stances are described and utilized.

The teaching and learning of statistics is presented in multiple contexts in the book. These include designed settings for young children, students in formal schooling, tertiary level students, vocational schools, and teacher professional development. A diversity is evident also in the choices of what to teach (curriculum), when to teach (learning trajectory), how to teach (pedagogy), how to demonstrate evidence of learning (assessment) and what challenges teachers and students face when they solve statistical problems (reasoning and thinking).

Dani Ben-Zvi; Katie Makar

Springer

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Developing Students' Statistical Reasoning: Connecting Research and Teaching Practice

Developing-Students-Statistical-Reasoning-Connecting-Research-and-Teaching-PracticeIncreased 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 education researchers and curriculum developers, statistics instructors at the tertiary level, mathematics teachers at the secondary level, mathematics and statistics education professionals. 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.
 
Dani Ben-zvi; Joan B. Garfield
Springer

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The Challenge of Developing Statistical Literacy, Reasoning and Thinking

ResearcThe-Challenge-of-Developing-Statistical-Literacy-Reasoning-and-Thinkingh in statistics education is an emerging field, with much of the work being published in diverse journals across many disciplines. Locating and synthesizing this research is often a challenging task, as is connecting the research literature to practical issues of teaching and assessing students. This book is unique in that it collects, presents, and synthesizes cutting edge research on different aspects of statistical reasoning and applies this research to the teaching of statistics to students at all educational levels. Unlike other books on how to teach statistics, or educational materials to help students learn statistics, this book presents the research foundation on which teaching should be based. The chapters in this volume are written by the today's leading researchers in statistics education. This volume is of great value to mathematics and statistics education researchers, statistics educators, statisticians, cognitive psychologists, mathematics teachers, mathematics and statistics curriculum developers, and quantitative literacy experts in education and government.

Ben-Zvi, Dani; Garfield, Joan (Eds.)
Springer
   
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