GRAPHICAL STATISTICS AS AN OPTION FOR THE IMPROVEMENT OF LEARNING IN PSYCHOLOGY (original) (raw)
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Journal of Physics Conference Series
Numerous studies have examined students' difficulties in understanding some notions related to statistical problems. Some authors observed that the presentation of distinct visual representations could increase statistical reasoning, supporting the principle of graphical facilitation. But other researchers disagree with this viewpoint, emphasising the impediments related to the use of illustrations that could overcharge the cognitive system with insignificant data. In this work we aim at comparing the probabilistic statistical reasoning regarding two different formats of problem presentations: graphical and verbal-numerical. We have conceived and presented five pairs of homologous simple problems in the verbal numerical and graphical format to 311 undergraduate Psychology students (n=156 in Italy and n=155 in Spain) without statistical expertise. The purpose of our work was to evaluate the effect of graphical facilitation in probabilistic statistical reasoning. Every undergradua...
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Journal of Physics: Conference Series, 2013
Numerous subjects have trouble in understanding various conceptions connected to statistical problems. Research reports how students' ability to solve problems (including statistical problems) can be influenced by exhibiting proofs. In this work we aim to contrive an original and easy instrument able to assess statistical reasoning on uncertainty and on association, regarding two different forms of proof presentation: pictorial-graphical and verbal-numerical. We have conceived eleven pairs of simple problems in the verbal-numerical and pictorial-graphical form and we have presented the proofs to 47 undergraduate students. The purpose of our work was to evaluate the goodness and reliability of these problems in the assessment of statistical reasoning. Each subject solved each pair of proofs in the verbalnumerical and in the pictorial-graphical form, in different problem presentation orders. Data analyses have highlighted that six out of the eleven pairs of problems appear to be useful and adequate to estimate statistical reasoning on uncertainty and that there is no effect due to the order of presentation in the verbal-numerical and pictorial-graphical form.
Quality & Quantity, 2014
Many students have difficulty in grasping several concepts that are related to the solution of statistical problems. The bibliography reports how the ability of students to solve problems can be affected by the mode of the statistical problem presentation: verbal-numerical and pictorial-graphical. The dual-coding theory predicts that the graphical representation mode should enhance students' statistical reasoning. Solving these problems requires the building, by the subjects, of a mental model, which in turn relies on visuo-spatial processing. To test this hypothesis we analysed how the ability to solve problems of 473 undergraduate students is affected by the mode of the statistical problem presentation. The study used a quasi-experimental mixed design to explore how the student's performance is related to visuo-spatial and numerical abilities, statistical expertise, time pressure and problem representation mode (verbal/pictorial). Data analysis, based on the Hierarchical Loglinear Model and then the Logit Model, highlighted that the effect of facilitation, induced by the graphical presentation mode, would seem more likely to occur in inexperienced subjects with high visuo-spatial competence.
New Trends and Issues Proceedings on Humanities and Social Sciences , 2019
The purpose of this study was to examine the effect of verbal and illustrative representation of the same statistical problems experienced by 56 elementary school students. Students were evaluated on problem-solving skills through six statistical problems as presented in school textbooks. One week later, the students were re-evaluated on problem-solving skills using the same problems that had been illustratively and verbally represented by the researchers. At the same time, we examined the correlation of students' performance to the six given problems in relation to their reading comprehension, verbal and mathematical competence (based on teachers' grade assignment). From the results of the quantitative research method that was used, there was a statistically significant correlation between the verbal representations in a) two out of six problems related to the mean value calculation using α representational table format and b) a bar graph construction based on a representational table format. However, an important finding of the research was the high correlation between students' performance and their reading comprehension, verbal and mathematical competence.
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The importance of visual representations in education and mathematics is well known. Probabilities are a domain in mathematics that uses many visual representations since their theory consists of a variety of diagrams and graphs. In the past, many studies have shown that the use of various representations in teaching probabilities can greatly improve learning. Of course, the use of a visual representation or a visual tool when teaching or solving an exercise can have a variety of roles. The present work is based on the ancillary and informative role of the image. The following research examines the extent to which students, by solving a probability problem, have the need to use a visual representation or image. Additionally, the differences in student performance are investigated, given the role of the image in the activity. This knowledge can improve the teaching methods of probabilities and, with their appropriate use, school textbooks. The results show that there are more perspec...
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Tabular and Graphical Representation in Statistics in the 5th grade from a Lesson Study
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The lesson study, originating in Japan at the end of the 19th century, characterizes an approach to professional development centered on the teacher's practice and focused on students' and teachers' learning. Considering the students' difficulties in mathematics, we focused on highlighting and discussing the statistical learning of 5th-grade students through a lesson study. This qualitative research was developed in a lesson study structured in eleven meetings involving teachers from a public school in Pinhalzinho, Santa Catarina, Brazil. The empirical material consists of transcriptions of recordings, class observation scripts, and student worksheets. The analysis of this material highlighted important aspects of statistical learning, which were grouped into central themes, thus constituting the research analysis categories, of which we will address in this article the category tabular representation and transcription of data into the graph. By discussing this category, we observed students' learning developed in the competencies in literacy, reasoning, and statistical thinking, as well as elements of the graph: axes, scale, titles, and source. The lesson study enabled the learning of statistical components and concepts and contributed to the teachers' professional development, minimizing possible lack of confidence and difficulties in this curriculum topic.
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