An empirical study of presage variables on the teaching-learning of statistics, in the light of contemporary research on competencies (original) (raw)
Related papers
The Educational Value of Statistics: Analysis of Its Perception in a Group of Teachers
2000
The present work aims to investigate the educational value of statistics as perceived by teachers involved in the teaching of this subject in schools of every type and level in the city of Palermo. To achieve this aim a preliminary fact-finding investigation was performed. THE EDUCATIONAL VALUE: MOTIVATIONS AND AIMS BEHIND THE RESEARCH Although the teaching of statistics has been
ATTITUDES OF TEACHERS TOWARDS STATISTICS: A PRELIMINARY STUDY WITH PORTUGUESE TEACHERS
Seventh Congress of the European Society for Research in Mathematics Education (Cerme7 - http://www.cerme7.univ.rzeszow.pl), 2007
In this paper, we will discuss teachers' attitudes towards statistics, as we believe that these attitudes have a key role in the teaching and learning process. We will examine the attitude concept, review the literature regarding scales for the measurement of attitudes towards mathematics and statistics, and present and analyse some of the results of a questionnaire/scale applied to a sample of Portuguese teachers.
Malikussaleh Journal of Mathematics Learning (MJML), 2018
This research is ex post facto, it means from what is done afterwards'. In the context of social and educational phrase means 'after the fact' or retrospectively' and refers to those studies which investigate possible cause and effect relationships by observing an existing conditions or state of affair and searching back in time for plausible causal factors. In this research, there are two variable that are student's perception to the lecturer in learning process as independent and statistics achievement of student semester V of the Department of Mathematics Education of Universitas Muslim Maros as dependent variable. According to Cohen (2000), we earlier referred to the two basic designs embraced by ex post facto research, the co-relational (or causal comparative) models. We return to them ARTICLE HISTORY
Teachers’ attitudes towards statistics can have a significant effect on their own statistical training, their teaching of statistics, and the future attitudes of their students. The influence of attitudes in teaching statistics in different contexts was previously studied in the work of Estrada et al. (2004, 2010a, 2010b) and Martins et al. (2011). This work is part of a broader study of Portuguese education teachers and statistics. In the current paper, we use a qualitative content analysis of survey responses from Portuguese first-stage in-service teachers, focusing on nine open-ended items extracted from the Escala de Actitudes hacia la Estadística de Estrada (Estrada, 2002). These responses allow us to investigate teachers’ attitudes towards statistics, and their reasons and motivations for holding these attitudes.
We seek to carry out a comparison of the diverse characteristics that are presented in the teaching and learning of Statistics in different careers. We will compare the Statistics curriculum that are developed in each degree program, the objectives that are pursued, the different didactic methods that are used in each case, the applications used, the work with computer and other simulation instruments and the types of problems that receive larger emphasis in each discipline. From the student's point of view, we are carrying out an investigation that is in a first exploratory phase which will help us to describe the prior knowledge that the students bring when beginning their first statistic course, in connection with the intuitive interpretation of simple statistical graphics, such as graphics of bars and sectors, and interpretation of charts of frequencies.
2017
We continue to believe that teachers' attitudes towards statistics can have a significant effect on their own statistical training, their way of teaching statistics, and on the future attitudes of their students. The influence of attitudes in teaching statistics in different contexts was previously studied in several researches, including some of the authors. This work is part of a broader study of Portuguese of attitudes towards statistics of Portuguese in-service teachers. Here we used a qualitative content analysis of survey responses from Portuguese 2nd cycle in-service teachers (students aged 10 or 11), focusing on 9 open-ended items from the EAEE-Escala de Actitudes hacia la Estadistica de Estrada. The EAEE survey was presented to Portuguese in-service 2nd cycle teachers and all of them were asked to complete the 9 open-ended explanations, and 132 (54% of 246) chose to do this for at least one of those 9 items, but only 41(17% of 246; 31% of 132) did it to all 9 items. The 246 in-service teachers had a mean attitude total score of 97 (SD 9.5), a median of 97, higher than the indifference/neutrality 75 (mid-point of EAEE). Now we present the qualitative content analysis of the EAEE survey open-ended answers from Portuguese in-service second cycle teachers. Among teachers' explanations for positive attitudes in the items considered, is their need for and interest in teaching statistics, and for negative attitudes they emphasize mistrust of statistics presented on television and their manipulation. These analyses allowed us to investigate teachers' attitudes towards statistics in order to devise a way to improve them.
Students’ Perceptions and Attitudes Towards Statistics
Advances in Social Science, Education and Humanities Research
Studying Statistics to a number of students might be very difficult to understand due the lack of knowledge of the statistics and low interest of the subject. However, to some students majoring in mathematics might be easy to comprehend and operate the statistics. This study aimed to find out the students' perceptions and attitudes towards the statistics. The study employed descriptive statistics. The writers collected the data through questionnaire to get the quantitative data. The result of the study showed that in terms of the students' perception towards statistics most of them have stated that they mostly agreed with all the statements dealing with perceptions. This can be seen from the first three statements that they could identify the distribution, measurement, and procedure of doing the statistics. The only thing they disagreed is on the ability to communicate the result of statistics and their perception regarding the easiness of the statistics. In terms of the students' attitudes towards statistics, it is clear that the majority of the students showed their high feeling concerning the statistics. In terms of attitude on cognitive competence, most of them also agreed with the way of thinking to do statistics, understanding it, and requiring a great deal of discipline.