Made available in DSpace on 2014-06-11T19:31:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-11-28Bitstream added on 2014-06-13T19:42:18Z : No. of bitstreams: 1 campos_cr_dr_rcla.pdf: 910007 bytes, checksum: 2f8de09ce405656b11b2cbcd6cc000ff (MD5) / Os objetivos desse trabalho são o estudo teórico sobre os fundamentos da didática da Educação Estatística e sua integração com a Educação Crítica e com a Modelagem Matemática e aplicação dessa integração no microcosmo da sala de aula, com o desenvolvimento e a execução de projetos pedagógicos voltados para esse fim. Sobre os fundamentos teóricos da didática da Estatística, observamos que o planejamento da instrução deve possibilitar o desenvolvimento da literacia, do raciocínio e do pensamento estatístico, para que o ensino/aprendizagem seja feito com sucesso. A Modelagem Matemática e o trabalho com projetos servem como estratégia pedagógica utilizada para conceber os projetos de ensino que buscam desenvolver essas capacidades. A Educação Crítica aparece nos projetos com a problematização do ensino, o trabalho com dados reais, contextualizados, o estímulo ao debate e ao diálogo, a desierarquização e a democratização da sala de aula, o incentivo à capacidade crítica, a valorização do conhecimento reflexivo e a preparação do estudante para interpretar o mundo, praticar o discurso da responsabilidade social e a linguagem crítica, incentivando a liberdade individual, a ética e a justiça social. Conjugando essas idéias, emerge a concepção de Educação Estatística Crítica, que se mostra presente nos dois projetos aqui apresentados. / The goals of this thesis are the theoretical study of the Statistic Education's didactical basis and its integration with the Critical Education and the Mathematical Modeling and application of this integration with the development of pedagogical projects toward this end. In the research of the theoretical basis of the Statistic's didactic, we observe that the instruction planning must be able to develop three capacities: literacy, reasoning and statistical thinking. The Mathematical Modeling and the work with projects are used as a pedagogical strategy to create the education projects looking for build up these capacities. The Critical Education is present in the projects with the problematization and the thematization, the real data manipulation, contextualized, the discussion stimulation, the non-hierarchyzation, the democratic values acquired in the classroom, the capacity stimulation of the students to be critical, the reflexive knowledge valuation and the student preparation to explain the world, the practicing speech of the social responsibility and the critical language, stimulating the individual freedom, the ethics and social justice. Putting together these ideas, the Critical Statistics Education's concept appears in this thesis in two projects, presented here.

This study aimed to verify the validity evidences of the electronic scale of attitudes towards statistics eSATSportuguês through Rasch model. A sample of 137 Brazilian students, selected for convenience, participated in this study. They were aged 20-55 (M=28.71; DP=7.77), 79.6% female, enrolled in the last semester from graduation courses of a private university in São Paulo state, and had already attended a Statistics subject. The participants answered the 28-item, 7-point Likert-type scale, in computer laboratories. The results indicated a good fit of the items to Rasch model, and the scale’s good psychometric properties, making it a good instrument to measure the construct attitude. The sample’s average attitude towards statistics was more positive rather than negative. / Este estudo objetivou verificar evidências de validade da Escala Informatizada de Atitudes frente à Estatística eSATSportuguês, via modelo de Rasch. Participaram 137 universitários brasileiros, escolhidos por conveniência, com idades de 20 a 55 anos (M=28.71; DP=7.77), 79,6% mulheres, matriculados nos últimos semestres de cursos de graduação de uma universidade particular do interior do estado de São Paulo, que já haviam cursado a disciplina Estatística. Os participantes responderam a escala eSATSportuguês, com 28 itens do tipo Likert de 7 pontos, em laboratórios de informática. Os resultados indicaram bom ajuste dos itens ao modelo de Rasch e boas propriedades psicométricas, podendo ser utilizado para mensurar o construto atitude. A amostra apresentou atitude média mais positiva que negativa em relação à Estatística.

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).

Orientador: Maria Lúcia Lorenzetti Wodewotzki / Banca: Sandra Maria Pinto Magina / Banca: Cileda de Queiroz e Silva Coutinho / Banca: Antonio Carlos Simões Pião / Banca: Otávio Roberto Jacobini / Resumo: Os objetivos desse trabalho são o estudo teórico sobre os fundamentos da didática da Educação Estatística e sua integração com a Educação Crítica e com a Modelagem Matemática e aplicação dessa integração no microcosmo da sala de aula, com o desenvolvimento e a execução de projetos pedagógicos voltados para esse fim. Sobre os fundamentos teóricos da didática da Estatística, observamos que o planejamento da instrução deve possibilitar o desenvolvimento da literacia, do raciocínio e do pensamento estatístico, para que o ensino/aprendizagem seja feito com sucesso. A Modelagem Matemática e o trabalho com projetos servem como estratégia pedagógica utilizada para conceber os projetos de ensino que buscam desenvolver essas capacidades. A Educação Crítica aparece nos projetos com a problematização do ensino, o trabalho com dados reais, contextualizados, o estímulo ao debate e ao diálogo, a desierarquização e a democratização da sala de aula, o incentivo à capacidade crítica, a valorização do conhecimento reflexivo e a preparação do estudante para interpretar o mundo, praticar o discurso da responsabilidade social e a linguagem crítica, incentivando a liberdade individual, a ética e a justiça social. Conjugando essas idéias, emerge a concepção de Educação Estatística Crítica, que se mostra presente nos dois projetos aqui apresentados. / Abstract: The goals of this thesis are the theoretical study of the Statistic Education's didactical basis and its integration with the Critical Education and the Mathematical Modeling and application of this integration with the development of pedagogical projects toward this end. In the research of the theoretical basis of the Statistic's didactic, we observe that the instruction planning must be able to develop three capacities: literacy, reasoning and statistical thinking. The Mathematical Modeling and the work with projects are used as a pedagogical strategy to create the education projects looking for build up these capacities. The Critical Education is present in the projects with the problematization and the thematization, the real data manipulation, contextualized, the discussion stimulation, the non-hierarchyzation, the democratic values acquired in the classroom, the capacity stimulation of the students to be critical, the reflexive knowledge valuation and the student preparation to explain the world, the practicing speech of the social responsibility and the critical language, stimulating the individual freedom, the ethics and social justice. Putting together these ideas, the Critical Statistics Education's concept appears in this thesis in two projects, presented here. / Doutor

Faculty at a private college in the northeastern United States found students lacked prerequisite mathematical skills and were unable to transfer quantitative reasoning skills to upper level business courses. Guided by Mezirow's transformative learning theory and Knowles' approach to self-directed learning, this study examined how undergraduate students learn statistics online. The purpose of this qualitative embedded case study was to examine faculty and students' perspectives about the online statistics course design and delivery while exploring possible barriers to students' learning. Data collection occurred by review of course documents and the learning management system. Archival data generated questions for semistructured interviews with 2 faculty and 4 students. Thematic analysis of data followed the inductive and interpretive approach to identify categories and 5 themes: measuring and assessing student learning, challenges learning statistics online, student readiness and preparation, online faculty roles, and recommendations for improving online statistics courses. Findings identified technical and affective barriers to learning statistics online and the need to create supportive learning environments fostering differentiated instruction, mastery learning, and complying with the Guidelines for Assessment and Instruction in Statistics Education. The resulting project was 5 professional development webinars designed to assist faculty creating student-centered online statistics courses focused on conceptual understanding. This study contributes to positive social change through implementation of course design leading to student access and online content mastery.

This study examined the effects of visual statistics software on undergraduate students’ achievement in elementary statistics and the role of cognitive and non-cognitive factors in their achievement. An experimental design was implemented using ViSta – a visual statistics program. A sample of 273 undergraduate students at a leading, urban, southeastern research university enrolled in six sections of Elementary Statistics were selected and randomly assigned to experimental and comparison groups. The participants completed four surveys, with pre and post-test measures, which assessed their attitudes, statistics self-efficacy, perceptions of their learning environment, and statistical reasoning abilities. To further guide this study, the modified trichotomous framework (Beyth-Marom, Fidler, & Cumming, 2008; Elliot & McGregor, 2001) of goals, cognition, and achievement was used as the theoretical foundation to categorize the cognitive and non-cognitive predictors in relation to student achievement. Two quantitative data analysis methods were utilized. Mann-Whitney tests were employed to determine if there were any statistically significant differences in overall achievement and cognitive and non-cognitive sub-scales between the experimental and comparison groups. Correlation analysis was used to determine if there were any statistically significant associations between the overall grade in the course and the cognitive and non-cognitive sub-scales. For the qualitative data, error analysis was used to determine any underlying processes or misconceptions evident in students’ problem-solving application. Additionally, reliability analysis determined the internal consistency of the data and fidelity of implementation analysis ensured that the intervention was being applied appropriately. In this study, no statistically significant differences in achievement were noted. However, a significant difference was noted in students’ statistics self-efficacy between the comparison and experimental groups. Finally, using the Pearson product moment correlation (r), a statistically significant correlation was found between the overall grade and attitudes towards the course, attitudes towards statistics in the field, interpreting and applying statistical procedures, identifying scales of measurement, and the negotiation scale of students’ learning environment. In order to improve undergraduate statistics instruction, it was recommended that classes should involve more face-to-face engagement with the instructor, focus more on student-centered practices through the use of interactive technology, and incorporate activities from a variety of disciplines.

This study assessed the knowledge structure of undergraduate participants related to previously determined critical concepts of Analysis of Variance (ANOVA) by using Pathfinder networks. Three domain experts’ knowledge structures regarding the same concepts were also elicited and averaged to create a referent knowledge structure. The referent knowledge structure served as a basis for formative feedback. Then, each participant’s knowledge structure was compared with the referent structure to identify common, missing, and extraneous links between the two networks. Each participant was provided with individualized written and visual, and multi-media feedback through an online Concept Mapping tool based on the principals of formative assessment and feedback in an attempt to increase their conceptual knowledge of ANOVA. The study was conducted with 67 undergraduate participants from a mid-size university in the United States. Participants completed two data collection tools related to the critical concepts of ANOVA. Later, three different types of feedback around the critical concepts were given to participants in three stages. First, each participant was given visual feedback as a result of the comparison between their own knowledge structures and the referent knowledge structure to highlight similarities and differences between the two. Then, participants were provided with individualized written and multi-media feedback to emphasize conceptual understanding behind ANOVA procedures. This procedure was followed by the re-assessment of participants’ reasoning ability related to ANOVA and knowledge structures related to critical concepts to measure the effect of the intervention. Results suggest that participants both in control and intervention groups had the same level of statistics experience and anxiety before this study indicating that randomization of participants into two different groups was successful. Moreover, women participants reported a statistically significant higher level of statistics anxiety than men, however, it seems that this small difference did not limit their ability to perform required statistical tasks. Further, findings revealed that participants’ conceptual knowledge related to critical concepts of ANOVA increased significantly after the individualized feedback. However, the increase in the conceptual understanding did not help participants to transform this knowledge into more formal understanding related to procedures underlying ANOVA. Moreover, even though, previous similar studies suggest that participants are consistent in using a single strategy for making inferential reasoning across datasets, in the present study, qualitative data analysis revealed that statistics learners demonstrate diverse patterns of inferential reasoning strategies when they were provided with different size of datasets each with varying amount of variability. As a result, findings support the use of an extended framework for describing and measuring the development of participants’ reasoning ability regarding consideration of variation in statistics education.

The purpose of the study was to investigate the effects of real data based and calculator supported statistics activities on 7th grade students&amp / #8217 / statistics performance and attitudes towards statistics when the statistics performance of the students prior to the instruction and the previous mathematics grades were controlled. A quasi-experimental design was used to investigate the research problem. The research was conducted by 84 seventh grade students. There were three groups in the study. Two of them were experimental groups and one of them was control group. The first group received instruction by the traditional method (TM), the second group received instruction by real data based and calculator supported statistical activities (RDBCSSA), and the third group was instructed by real data based statistical activities (RDBSA), the number of the subjects was 28, 27 and 29 respectively. Data were collected through three different measuring instruments: 1.Statistical Performance Test 1 (SPT1) / 2.Statistical Performance Test 2 (SPT2) / 3.Statistics Attitude Scale (SAS). The SPT1 was used as a pre-test. The SPT2 was administered as a post-test. SPT1 and SPT2 were used to determine the statistics performance of the students before and after the instruction. SAS was used to determine the attitudes of the students toward statistics. The data of this study were analyzed by analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results revealed that there was no significant mean difference among the groups with respect to statistics performance. Also there was no significant mean difference among the groups with respect to attitudes towards statistics. The mean scores of the Statistics Attitude Scale items were calculated and the results revealed that the students had positive attitudes to the statements in Statistics Attitude Subscale 1 (Confidence in Learning Statistics) and they were neutral to the statements of the Statistics Attitude Subscale 2. Also the students wrote their opinions about the teaching methods and their impressions were analyzed by making a frequency table. Most of the TM students mentioned that the examples should be more attractive such that the activity sheets could contain real data based examples. However some of the students mentioned that traditional method was good and the subject was understood very well. Most of the RDBSA students mentioned that the teaching method was enjoyable. Most of the RDBCSSA students expressed that the calculators made the lessons enjoyable and the study easy.

Thesis (D.Ed.)--University of Western Sydney, Nepean, 1997. / Includes bibliography.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Susan N. Beretvas. Vita. Includes bibliographical references.