<p> Research has demonstrated that well into their undergraduate and even graduate education, learners often struggle to understand basic statistical concepts, fail to see their relevance in their personal and professional lives, and often treat them as little more than mere mathematics exercises. Undergraduate learners often see statistical concepts as means to passing exams, completing required courses, and moving on with their degree, and not as <i>instruments of inquiry</i> that can illuminate their world in new and useful ways. </p><p> This study explored ways help learners in an undergraduate learning context to treat statistical inquiry as mattering in a practical research context, by inviting them to ask questions about and analyze large, real, messy datasets that they have collected about their own personal lives (i.e., <i>self </i>-data). This study examined the conditions under which such an intervention might (and might not) successfully lead to a greater sense of the relevance of statistics to undergraduate learners. The goal is to place learners in a context where their relationship with data analysis can more closely mimic that of disciplinary professionals than that of students with homework; that is, where they are illuminating something about their world that concerns them for reasons beyond the limited concerns of the classroom.</p><p> The study revealed five themes in the experiences of learners working with self-data that highlight contexts in which data-analysis can be made to matter to learners (and how self-data can make that more likely): learners must be able to form expectations of the data, whether based on their own experiences or external benchmarks; the data should have variation to account for; the learners should treat the ups and downs of the data as more or less preferable in some way; the data should address or related to ongoing projects or concerns of the learner; and finally, learners should be able to investigate quantitative or qualitative covariates of their data. In addition, narrative analysis revealed that learners using self-data treated data analysis as more than a mere classroom exercise, but as exercises in inquiry and with an invested engagement that mimicked (in some ways) that of a disciplinary professional. </p>

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Aug. 10, 2009). Directed by Richard Luecht; submitted to the School of Education. Includes bibliographical references (p. 104-120).

Made available in DSpace on 2015-12-10T14:24:23Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-04-29. Added 1 bitstream(s) on 2015-12-10T14:30:35Z : No. of bitstreams: 1 000853973.pdf: 2035531 bytes, checksum: 91a045a222d6d5ff13ef7c2457e2ba5f (MD5) / A pesquisa exploratória teve como objetivo discutir e analisar o impacto do trabalho com projetos de modelagem estatística no processo de ensino e aprendizagem da Estatística no curso de Engenharia Ambiental, considerando a perspectiva sócio-crítica da educação. A Educação Estatística Crítica valoriza o papel que a Educação Estatística tem no desenvolvimento da capacidade democrática dos cidadãos. A proposta metodológica baseia-se em uma investigação de abordagem qualitativa, a partir da realização da pesquisa de campo, com os dados levantados em duas turmas participantes da disciplina de Estatística II da Universidade Federal de Rondônia. Através dessa pesquisa, observou-se a importância de proporcionar condições para que os alunos realizem projetos colaborativos para desenvolverem-se de forma autônoma, a fim de construir o próprio conhecimento, a partir da ousadia da busca, da pesquisa, transformando, assim, o exercício de pensar em construir. Concluiu-se que esse ambiente favoreceu a aprendizagem significativa crítica, promoveu o trabalho colaborativo, a interdisciplinaridade e contribuiu para a formação ambiental sócio-crítica dos estudantes, transformando-os para exercer a cidadania crítica. Os alunos desenvolveram uma postura investigativa, reflexiva e crítica ao trabalharem com situações reais do seu interesse por meio de projetos de modelagem / Exploratory research aimed to discuss and analyze the impact of work with statistical modeling projects in the teaching and learning of statistics in course of Environmental Engineering, considering the socio-critical perspective of education. The Education Statistics Critical values the role that education statistics on the development of democratic capacity of citizens. The methodology is based on a qualitative research approach, from the day of field research, with the data collected in two participating classes for Statistic II discipline of the Federal University of Rondônia. Through this research, we observed the importance of providing conditions for students to perform collaborative projects to develop themselves autonomously in order to build knowledge itself, from the boldness of search, research, and transforming thus the exercise of thinking about building. It was concluded that this environment favored the significant critical learning, promoted collaborative work, interdisciplinarity, and contributed to the socio-critical environmental education of students turning them to exercise critical citizenship. The students developed an investigative, reflective and critical attitude when working with real situations of interest by modeling projects

Orientador: Maria Lúcia Lorenzetti Wodewotzki / Banca: Lori Viali / Banca: Roziane Sobreira dos Santos / Banca: Denise Helena Lombardo Ferreira / Banca: Antônio Carlos Simões Pião / Resumo: A pesquisa exploratória teve como objetivo discutir e analisar o impacto do trabalho com projetos de modelagem estatística no processo de ensino e aprendizagem da Estatística no curso de Engenharia Ambiental, considerando a perspectiva sócio-crítica da educação. A Educação Estatística Crítica valoriza o papel que a Educação Estatística tem no desenvolvimento da capacidade democrática dos cidadãos. A proposta metodológica baseia-se em uma investigação de abordagem qualitativa, a partir da realização da pesquisa de campo, com os dados levantados em duas turmas participantes da disciplina de Estatística II da Universidade Federal de Rondônia. Através dessa pesquisa, observou-se a importância de proporcionar condições para que os alunos realizem projetos colaborativos para desenvolverem-se de forma autônoma, a fim de construir o próprio conhecimento, a partir da ousadia da busca, da pesquisa, transformando, assim, o exercício de pensar em construir. Concluiu-se que esse ambiente favoreceu a aprendizagem significativa crítica, promoveu o trabalho colaborativo, a interdisciplinaridade e contribuiu para a formação ambiental sócio-crítica dos estudantes, transformando-os para exercer a cidadania crítica. Os alunos desenvolveram uma postura investigativa, reflexiva e crítica ao trabalharem com situações reais do seu interesse por meio de projetos de modelagem / Abstract: Exploratory research aimed to discuss and analyze the impact of work with statistical modeling projects in the teaching and learning of statistics in course of Environmental Engineering, considering the socio-critical perspective of education. The Education Statistics Critical values the role that education statistics on the development of democratic capacity of citizens. The methodology is based on a qualitative research approach, from the day of field research, with the data collected in two participating classes for Statistic II discipline of the Federal University of Rondônia. Through this research, we observed the importance of providing conditions for students to perform collaborative projects to develop themselves autonomously in order to build knowledge itself, from the boldness of search, research, and transforming thus the exercise of thinking about building. It was concluded that this environment favored the significant critical learning, promoted collaborative work, interdisciplinarity, and contributed to the socio-critical environmental education of students turning them to exercise critical citizenship. The students developed an investigative, reflective and critical attitude when working with real situations of interest by modeling projects / Doutor

O aprendizado de Estatística vem se tornando cada vez mais importante para o sucesso de empresas que competem em cenário globalizado e tem destacado os profissionais que, de fato, possuem este conhecimento. Em especial na administração, a estatística auxilia nas tomadas de decisão e é usada como ferramenta em diversas áreas como Finanças, Marketing e Produção, contudo, é utilizada também em outros cursos. Sabe-se, porém, que existe certa dificuldade no aprendizado desta disciplina, seja porque a atitude perante a Estatística é negativa, ou mesmo porque existem diferenças de estilo de aprendizagem. Tanto aluno como professor têm a necessidade de conhecer melhor as variáveis que contribuem para o aprendizado efetivo. Com o objetivo de identificar como variáveis demográficas, estilos de aprendizagem dos alunos e a atitude perante estatística influenciam o desempenho dos alunos, este estudo analisou os as características, estilos, atitudes e desempenho dos alunos de Estatística aplicada da FEARP-USP. Foi utilizado o índice de estilos de aprendizagem de Felder e Soloman e a escala de atitudes de Schau. Os resultados desta análise reforçam os estudos que sugerem que as atitudes positivas influenciam no desempenho do aluno. Não foi conclusiva a associação entre gênero, idade e vínculo trabalhistas com desempenho, uma vez que as disciplinas apresentaram resultados diferentes. Com relação ao estilo de aprendizagem, nota-se que os estilos dos alunos são similares, com diferença apenas na dimensão sequencial global. / The learning of Statistics has become increasingly important to the success of companies which compete in global scenarios and has highlighted the professionals who, in fact, have this knowledge. In particular for the business administration, statistics assists in the decisionmaking process and is used as a important tool in several areas, such as Finance, Marketing and Manufacturing Process, such as used also in other subjects. It is known, however, that there are some difficulties in learning this discipline, because attitude towards Statistics is negative or, even because there are differences of learning styles between students. Both student and teacher have the need to better aknowledge the variables that contribute to an effective learning. This project aims to identify how demographic variables, styles of learning, attitude towards statistics are related to the performance of the students, this master thesis analyzes the students of Statistic subjects of the Business Administration and accounting courses of FEARP-USP. The index of learning styles proposed by Felder and Soloman and the attitude scale proposed by Schau directs this work. The results confirm former studies that suggest the positives attitudes causes influence in students performance. It was not possible to conclude about gender, age and labor relationship with performance, because the subjects presents different results. Relating to learning styles, the students styles are similar, but only sequential-global dimension.

Since its establishment the Institute of Education Sciences has been creating opportunities and driving standards to generate research in education that is high quality rigorous, and relevant. This dissertation is an analysis of current practices in Goal III and Goal IV studies, in order to (1) better understand of the types of schools that agree to take part in these studies, and (2) an assess how representative these schools are in comparison to important policy relevant populations. This dissertation focuses on a subset of studies that were funded from 2005-2014 by the Department of Education, IES, under the NCER grants-funding arm. Studies included were those whose interventions were aimed at elementary students across core curriculum and ELL program areas. Study schools were compared to two main populations, the U.S population of elementary schools and Title I elementary schools, as well as these populations on a state level. The B-index, proposed by Tipton (2014) was the main value of comparison used to assess the compositional similarity, or generalizability, of study schools to these identified inference populations. The findings show that across all studies included in this analysis, participating schools were representative of the U.S. population of schools, B-index = 0.9. Comparisons were also made between this collection of schools and the respective populations at the state level. Results showed that these schools were not representative of any individual states (no B-index values were greater than 0.90). Across all included studies, schools that agreed to participate were more often located in urban areas, had higher rates of FRL students, had more minority students enrolled, and had more total students, in both district and school, than those schools in the population of U.S. schools. It is clear that the movement of education research is to be relevant to a larger audience. Through this study it is clear that, across studies, we are achieving some representation in IES funded studies. However, the finer comparisons, study samples to individual state and individual studies to these populations, show limited similarity between study schools and populations of interest to policy makers using these study findings to make decisions about their schools.

No description available.

Quebec has now been firmly launched on a path of redevelopment- an educational experiment of a type and magnitude unheard of in recent times. For, in no other nation has there been such a wide-spread reorganization of an educational system, a dual system at that. Other experiments, generally involving developing nations, have been neither so rapid or comprehensive nor have they had so many resources with which to work. [...]

Muitas pesquisas estão sendo realizadas na área de ensino de Matemática que apontam a necessidade e os benefícios educacionais no estudo e no ensino de conceitos estatísticos. Neste contexto, este trabalho traz a proposta e a análise de uma atividade para estudantes do Ensino Fundamental. O principal objetivo deste trabalho foi planejar e aplicar uma sequência didática, envolvendo o uso do programa R-Commander, que, supostamente, estimule os alunos no interesse e compreensão dos conceitos estatísticos. Em termos metodológicos, a pesquisa empregada se classifica como estudo de caso, realizada em uma escola estadual de Porto Alegre (RS) com uma turma do nono ano do Ensino Fundamental. Esta proposta se enquadra no cenário de investigação descrito por Skovsmose (2001) e nos moldes da Modelagem Matemática. Nos aspectos teóricos, a análise dos dados coletados foi baseada nas três competências consideradas necessárias no ensino de Estatística: Literácia, Pensamento e Raciocínio Estatístico. A partir dos resultados obtidos, foi possível observar que a Modelagem Matemática aliada ao uso do R-Commander foi uma combinação favorável para uma boa abordagem do ensino de Estatística. / Many researches are being conducted in the area of teaching mathematics that point to the need and the educational gains in the study and teaching of statistical concepts. In this context, this work proposes and analyses activity for elementary school students. The main objective of this work was to plan and implement an instructional sequence, involving the use of R-Commander program that would stimulate students interest and understanding of statistical concepts. In methodological terms, the applied research is classified as a case study conducted at a state school in Porto Alegre (RS) with a class of ninth year of elementary school. This proposal fits in the research scenario described by Skovsmose (2001) and in a manner of modeling Mathematics. The data analysis was based on the principles of Statistics Education. From the results obtained, it may be noted that the mathematical modeling combined with the use of R-Commander was a favorable combination for a good approach to teaching Statistics.

Muitas pesquisas estão sendo realizadas na área de ensino de Matemática que apontam a necessidade e os benefícios educacionais no estudo e no ensino de conceitos estatísticos. Neste contexto, este trabalho traz a proposta e a análise de uma atividade para estudantes do Ensino Fundamental. O principal objetivo deste trabalho foi planejar e aplicar uma sequência didática, envolvendo o uso do programa R-Commander, que, supostamente, estimule os alunos no interesse e compreensão dos conceitos estatísticos. Em termos metodológicos, a pesquisa empregada se classifica como estudo de caso, realizada em uma escola estadual de Porto Alegre (RS) com uma turma do nono ano do Ensino Fundamental. Esta proposta se enquadra no cenário de investigação descrito por Skovsmose (2001) e nos moldes da Modelagem Matemática. Nos aspectos teóricos, a análise dos dados coletados foi baseada nas três competências consideradas necessárias no ensino de Estatística: Literácia, Pensamento e Raciocínio Estatístico. A partir dos resultados obtidos, foi possível observar que a Modelagem Matemática aliada ao uso do R-Commander foi uma combinação favorável para uma boa abordagem do ensino de Estatística. / Many researches are being conducted in the area of teaching mathematics that point to the need and the educational gains in the study and teaching of statistical concepts. In this context, this work proposes and analyses activity for elementary school students. The main objective of this work was to plan and implement an instructional sequence, involving the use of R-Commander program that would stimulate students interest and understanding of statistical concepts. In methodological terms, the applied research is classified as a case study conducted at a state school in Porto Alegre (RS) with a class of ninth year of elementary school. This proposal fits in the research scenario described by Skovsmose (2001) and in a manner of modeling Mathematics. The data analysis was based on the principles of Statistics Education. From the results obtained, it may be noted that the mathematical modeling combined with the use of R-Commander was a favorable combination for a good approach to teaching Statistics.