No description available.

No description available.

Difficulties in learning and understanding statistics in college education have led to a reform movement in statistics education in the early 1990s. Although much work has been done, there is more work that needs to be done in statistics education. The progress depends on how well the educators bring interesting real-life data into the classroom. The goal was to understand how course design based on First Principles of Instruction could facilitate tertiary-level students' conceptual understanding when learning introductory statistics in a technology-enhanced learning environment. An embedded single descriptive case design was employed to investigate how integrating technology and real data into a tertiary level statistics course would affect students' statistical literacy, reasoning, and thinking. Data including online assignment postings, online discussions, online peer evaluations, a comprehensive assessment, and open-ended interviews were analyzed to understand how the implementation of First Principles of Instruction affected a student's conceptual understanding in a tertiary level introductory statistics course. In addition, the teaching and learning quality (TALQ) survey was administered to evaluate the teaching and learning quality of the designed instruction from the student's perspective. Results from both quantitative and qualitative data analyses indicate that the course designed following Merrill's First Principles of Instruction contributes to a positive overall effectiveness of promoting students' conceptual understanding in terms of literacy, reasoning, and thinking statistically. However, students' statistical literacy, specifically, the understanding of statistical terminology did not develop to a satisfactory level as expected.

This paper studies the attitudes of college students concerning statistics; students who are taking the basic course in Statistics under an Adult Worker Student program at a private university in Lima, Peru. Two scales have been considered: Attitudes Toward Statistics (ATSE) proposed by Estrada (2002) and Attitudes Toward Statistics (ATSC) proposed by Cazorla et al (1999). The sample corresponds to 137 students with ages ranging from 32 to 42 years old, from four engineering majors, , 84% male and 52% who had taken a previous course in statistics. The item analysis was performed considering the Classical Test Theory (CTT) and Item Response Theory (IRT) under the Bayesian inference of the Samejima’s graded response model (Tarazona, 2013). The results reveal that AEC has a reliability of 0.93, and by comparison a shortened version of AEE after eliminating two items has a reliability of 0.88. Both scales are closely correlated are therefore are interchangeable. However AEE is the only one that reveals differences by specialty, especially among students of the School of Industrial Engineering (positive attitudes), and of Telecommunications and Network Engineering (less positive attitudes). Finally, other factors such as gender, different age groups and experience in a previous course of Statistics were insignificant in explaining attitudes toward statistics at any scale. / Se analiza las Actitudes hacia la Estadística en estudiantes universitarios que llevan un primer curso de Estadística en el marco del programa Estudiante Adulto, Trabajador de una universidad privada de Lima en Perú. Son consideradas dos escalas: Actitudes hacia la Estadística de Estrada (2002) (AEE) y Actitudes hacia la Estadística de Cazorla; Silva; Vendramini & Brito (1999) (AEC). La muestra corresponde a 137 estudiantes de cuatro especialidades de Ingeniería, con edades entre 32 y 42 años, siendo un 84 % del sexo masculino y un 52 % que ya habían llevado antes un curso de Estadística. El análisis de ítems fue realizado considerando la Teoría Clásica de los Test (TCT) y la Teoría de Respuesta al Ítem (TRI), bajo inferencia bayesiana del Modelo de Respuesta Graduada de Samejima (Tarazona, 2013). Los resultados muestran que AEC tiene una confiabilidad de 0,93; en contraste, AEE tiene 0,88 para una versión recortada eliminando dos ítems. Ambas presentan una fuerte correlación, siendo por tanto intercambiables. No obstante, AEE es la única que muestra diferencias por especialidad, sobre todo entre los estudiantes de Ingeniería Industrial (actitudes más positivas) y los estudiantes de Ingeniería de Telecomunicaciones y Redes (actitudes menos positivas). Finalmente, otros factores como sexo del estudiante, permanencia a diferentes grupos etarios y experiencia en un curso previo de Estadística no resultaron significativos para explicar las Actitudes hacia la Estadística en ninguna escala.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-04T17:04:18Z No. of bitstreams: 1 Cassio Cristiano Giordano.pdf: 4551902 bytes, checksum: 697d60cac97ad320f4c82afae50f1c6b (MD5) / Made available in DSpace on 2016-10-04T17:04:18Z (GMT). No. of bitstreams: 1 Cassio Cristiano Giordano.pdf: 4551902 bytes, checksum: 697d60cac97ad320f4c82afae50f1c6b (MD5) Previous issue date: 2016-06-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Statistical literacy is critical for academic education, for professional life, and, above all, for the exercise of empowerment in our society, given the ease of access to data streaming from diverse media. Reading and interpreting these data, as well as expressing ideas informed by them, have become essential for every individual. However, despite the principles conveyed in Brazilian national and state curriculum guidelines, the teaching and learning of statistics have not received their deserved space in São Paulo schools, either in the Caderno do Aluno (a printed material provided by the São Paulo State Department of Education) or in the majority of textbooks marketed for use in high schools. Project-based teaching and learning of statistics constitute opportunities to promote statistical literacy. Moreover, this approach has the potential to change, in a notable manner, the relationship among teacher, student, and knowledge, promoting greater autonomy for students to develop their own research. To analyze the development of literacy and changes in the didactic contract under a project-based approach, a case study was conducted. The subjects were 43 students aged 17-20 years from two classes of the third (i.e., final) year of high school, who were distributed into nine groups of four or five members. During two months they participated in the entire process of developing a statistical investigation, from selecting themes and formulating research questions to the dissemination of results. The results revealed that this approach encourages the development of statistical literacy, creating conditions for a breach of the didactic contract – an important step in the development of students’ autonomy, preparing them for future challenges in their lives, the university, the labor market, and any other situation / O letramento estatístico é fundamental para a formação acadêmica, para a vida profissional e, sobretudo, para o exercício da cidadania em nossa sociedade, dada a facilidade de acesso a dados estatísticos por meio de diversos veículos de informação. Ler e interpretar tais dados, bem como expressar ideias neles embasadas, tornaram-se essenciais para cada um de nós. No entanto, apesar das orientações curriculares nacionais e estaduais, o ensino e a aprendizagem da Estatística não têm recebido nas escolas da rede estadual de São Paulo o merecido espaço, tanto no Caderno do Aluno (material institucional oferecido pela Secretaria de Educação), quanto pela maioria dos livros didáticos disponíveis para o Ensino Médio. Vemos no ensino e na aprendizagem da Estatística por meio de projetos uma oportunidade para o desenvolvimento do letramento estatístico. Além disso, a abordagem da Estatística por meio de projetos muda, de forma notável, as relações entre professor, aluno e saber, promovendo maior autonomia por parte dos alunos no desenvolvimento de suas pesquisas. Para analisar esses dois fenômenos – o desenvolvimento do letramento e as mudanças no contrato didático – em uma abordagem por meio de projetos, realizamos um estudo de caso. Nossos sujeitos de pesquisa foram 43 alunos com idades de 17 a 20 anos oriundos de duas turmas de terceiro ano do Ensino Médio, divididos em nove grupos de quatro ou cinco integrantes. Eles participaram, durante um bimestre letivo, de todo o processo de desenvolvimento de uma pesquisa estatística, desde a escolha do tema e elaboração da questão de pesquisa até a análise e divulgação dos resultados. Os resultados revelaram que essa abordagem favorece o desenvolvimento do letramento estatístico, bem como gera condições para uma quebra de contrato didático, importante para o desenvolvimento da autonomia dos alunos, preparando-os para os desafios futuros de suas vidas, na universidade, no mercado de trabalho ou em qualquer outra situação

abstract: Statistics is taught at every level of education, yet teachers often have to assume their students have no knowledge of statistics and start from scratch each time they set out to teach statistics. The motivation for this experimental study comes from interest in exploring educational applications of augmented reality (AR) delivered via mobile technology that could potentially provide rich, contextualized learning for understanding concepts related to statistics education. This study examined the effects of AR experiences for learning basic statistical concepts. Using a 3 x 2 research design, this study compared learning gains of 252 undergraduate and graduate students from a pre- and posttest given before and after interacting with one of three types of augmented reality experiences, a high AR experience (interacting with three dimensional images coupled with movement through a physical space), a low AR experience (interacting with three dimensional images without movement), or no AR experience (two dimensional images without movement). Two levels of collaboration (pairs and no pairs) were also included. Additionally, student perceptions toward collaboration opportunities and engagement were compared across the six treatment conditions. Other demographic information collected included the students' previous statistics experience, as well as their comfort level in using mobile devices. The moderating variables included prior knowledge (high, average, and low) as measured by the student's pretest score. Taking into account prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. On the other hand, the results showed no statistical significance between students assigned to work individually versus in pairs. Students assigned to both high and low AR experience perceived a statistically significant higher level of engagement than their no AR counterparts. Students with low prior knowledge benefited the most from the high AR condition in learning gains. Overall, the AR application did well for providing a hands-on experience working with statistical data. Further research on AR and its relationship to spatial cognition, situated learning, high order skill development, performance support, and other classroom applications for learning is still needed. / Dissertation/Thesis / Ph.D. Educational Technology 2013

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-12-07T11:39:29Z No. of bitstreams: 1 PDF - Patrícia Melo Rocha.pdf: 7378856 bytes, checksum: 98752eb74189f3977cccec8402004aa1 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-02-02T18:16:20Z (GMT) No. of bitstreams: 1 PDF - Patrícia Melo Rocha.pdf: 7378856 bytes, checksum: 98752eb74189f3977cccec8402004aa1 (MD5) / Made available in DSpace on 2017-02-02T18:16:21Z (GMT). No. of bitstreams: 1 PDF - Patrícia Melo Rocha.pdf: 7378856 bytes, checksum: 98752eb74189f3977cccec8402004aa1 (MD5) Previous issue date: 2016-10-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study is part of a initial teacher education at the college level. Taking as context the Mathematics degree at the University State of Paraiba, Monteiro Campus. The aim of this study was to identify, analyze, understand and describe how students in this course develop their skills and attitudes for the practice of classroom, using the Mathematics Teaching- Learning-Assessment methodology through the Problem Solving within the context of Statistics and Statistics Education. For accomplishment of this research, it was used as scientific methodology the Thomas A. Romberg Outline, in which he presents 10 essential activities to develop in a research. The theoretical referential adopted in this study was the following topics network: Statistics and Probability; Problem Solving; Initial Teacher Education of Mathematics; and Statistics Education. Based on this last topic, it has conjugated the Statistical Literacy, Critical Thinking and Concepts Understanding. The study was developed through a qualitative research, taking as participants students enrolled at 9th period curricular component Statistics and Probability in the second half of 2016. The output data was done beyond the researcher's records in field diary, the notes of the students, by the filming and recordings made during the meetings, as well through interviews with some teachers from the area of Statistics, Statistical Education and those who work and research on Problem Solving, carried by the researcher during the research. Based on the data analysis obtained in the research, it was concluded that the students involved in the perspective of Problem Solving, developed their autonomy, drawing their own knowledge, thus promoting a more meaningful learning that contributed to his teacher formation, and transform them to practice a reflective citizenship. / O presente trabalho insere-se no campo da formação inicial docente em nível superior. Tendo como contexto o curso de Licenciatura em Matemática na Universidade Estadual da Paraíba, Campus Monteiro. O objetivo desta pesquisa foi identificar, analisar, compreender e descrever como os alunos desse curso desenvolvem suas habilidades e atitudes para a prática da sala de aula, utilizando a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas no contexto da Estatística e da Educação Estatística. Para realização desta pesquisa, foi utilizada como metodologia científica o Esboço de Thomas A. Romberg, em que ele apresenta 10 atividades essenciais a desenvolver em uma pesquisa. O referencial teórico adotado nesta pesquisa foi um entrelaçamento dos seguintes temas: Estatística e Probabilidade; Resolução de Problemas; A Formação Inicial de Professores de Matemática; e Educação Estatística. E com base nesta última temática, conjugou-se o Letramento Estatístico, o Pensamento Crítico e a Compreensão dos Conceitos. O trabalho desenvolveu-se por meio de uma pesquisa qualitativa, tomando como sujeitos os alunos do 9º período matriculados no componente curricular Estatística e Probabilidade durante o segundo semestre de 2016. A produção de dados se deu, além dos registros da pesquisadora no diário de campo, pelas anotações dos alunos, pelas filmagens e gravações feitas durante os encontros, e também por meio de entrevistas com alguns professores da área de Estatística, Educação Estatística e aqueles que trabalham e pesquisam sobre Resolução de Problemas, realizadas pela pesquisadora no decorrer da pesquisa. A partir da análise dos dados obtidos na pesquisa, conclui-se que os alunos ao se envolverem na perspectiva da Resolução de Problemas, desenvolveram sua autonomia, construindo seu próprio conhecimento, favorecendo assim uma aprendizagem mais significativa que contribuiu para a sua formação docente, transformando-os para exercer uma cidadania reflexiva.

No description available.

No description available.

No description available.