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Toward Error-Statistical Principles of Evidence in Statistical InferenceJinn, Nicole Mee-Hyaang 02 June 2014 (has links)
The context for this research is statistical inference, the process of making predictions or inferences about a population from observation and analyses of a sample. In this context, many researchers want to grasp what inferences can be made that are valid, in the sense of being able to uphold or justify by argument or evidence. Another pressing question among users of statistical methods is: how can spurious relationships be distinguished from genuine ones? Underlying both of these issues is the concept of evidence. In response to these (and similar) questions, two questions I work on in this essay are: (1) what is a genuine principle of evidence? and (2) do error probabilities have more than a long-run role? Concisely, I propose that felicitous genuine principles of evidence should provide concrete guidelines on precisely how to examine error probabilities, with respect to a test's aptitude for unmasking pertinent errors, which leads to establishing sound interpretations of results from statistical techniques. The starting point for my definition of genuine principles of evidence is Allan Birnbaum's confidence concept, an attempt to control misleading interpretations. However, Birnbaum's confidence concept is inadequate for interpreting statistical evidence, because using only pre-data error probabilities would not pick up on a test's ability to detect a discrepancy of interest (e.g., "even if the discrepancy exists" with respect to the actual outcome. Instead, I argue that Deborah Mayo's severity assessment is the most suitable characterization of evidence based on my definition of genuine principles of evidence. / Master of Arts
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Types and levels of data arrangement and representation in statistics as modeled by grade 4 - 7 learnersWessels, Helena Margaretha 28 February 2006 (has links)
The crucial role of representation in mathematical and statistical modeling and problem solving as evident in learners' arrangement and representation of statistical data were investigated with focus points data arrangement, data representation and statistical thinking levels. The representation tasks required learners to arrange and represent data through modeling, focusing on spontaneous representations. Successful transnumeration determine the ultimate success of a representation and the ability to organise data is regarded as critical. Arrangement types increased in sophistication with increased grade level and the hierarchical nature of arrangement types became apparent when regarded in the context of an adapted SOLO Taxonomy framework. A higher level arrangement strategy pointed to a higher SOLO level of statistical thinking. Learners in the two tasks produced a rich variety of representations which included idiosyncratic, unsophisticated responses as well as standard statistical representations. The context of the two tasks, the quantitative versus qualitative nature of the data in the tasks, and the statistical tools or representational skills learners have at their disposal, played an important role in their representations. Well-planned data handling activities develop representational and higher order thinking skills. The variety of responses and different response levels elicited in the two tasks indicate that the nature of the tasks rather than the size of the data set play a conclusive role in data tasks. Multiple representations by an individual were an indication of successful modeling, are effective in problem solving and are associated with good performance. The SOLO model which incorporates a structural approach as well as a multimodal component proved valuable in the analysis of responses. Using this model with accompanying acknowledgement of different problem solving paths and the contribution of ikonic support in the concrete symbolic mode, promote the in-depth analysis of responses.
This study contributes to the research in the field of data representation and statistical thinking. The analysis and results led to an integrated picture of Grade 4-7 learners' representation of statistical data and of the statistical thinking levels evident in their representations. / Educational Studies / D. Ed. (Didactics)
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As pesquisas sobre o ensino da estatística e da probabilidade no período de 2000 a 2008: uma pesquisa a partir do banco de teses da CAPESRibeiro, Silverio Domingos 28 October 2010 (has links)
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Previous issue date: 2010-10-28 / Secretaria da Educação do Estado de São Paulo / This study was aimed at collecting all the academic and scientific researches from
the Capes Thesis bank, Such data referred to the studies related to the problems
concerning the Statistics and Probability teaching; by taking into account the Masters
and Phd s degrees which took place from 2000 to 2008. We have compiled fiftyeight
researches from twenty-two universities located in the South, Southeast and
Midwest of Brazil. Based on the summaries of such researches, we analyzed them
and came up with five themes. Our aim is to present this academic and scientific
study in a systematic way, in order to provide references for future researchers,
concerning the Statistics and Probability teaching. Regarding each theme, we made
a meta-analysis of the researches and we can point out that in the theme concerning
the process of teaching and learning of Statistics and Probability there was the
occurrence of a significant number of studies that used computers as a resource for
the teaching of Statistics and Probability. In this thematic line we could also find
studies that investigated what the implications of an approach by using the thematic
modeling to promote a critical Mathematics were. According to the main theme on
the initial and continuing training of teachers of mathematics, most studies were
concerned about the attitudes, satisfaction and belief of the teachers in relation to the
understanding of this issue. In the theme identified as the teaching practice, beliefs,
conceptions and practical knowledge, a great number of researches focused their
investigation on the issue of teaching Statistics and Probality at both elementary and
high school. In this axis we feel that there is a lack of studies which investigate the
use of computers in teaching practice and the effect of this approach in the belief of
the teachers in relation to the study of Statistics and Probability. The main theme,
about the usage of ICTs in Statistics teaching, investigated how the computer could
become a facilitator for the teaching of such subject. Besides, the theme line distance
learning (ODL) was investigated by two surveys. In the Theme about curriculum
changes, most researches dealt with the issue of conceptual errors in textbooks and
their influence in the classroom practice / Este trabalho teve como objetivo fazer um levantamento da produção acadêmica
que consta no Banco de Teses da Capes, referente aos trabalhos relacionados com
a problemática do ensino da Estatística e da Probabilidade, considerando-se os
níveis de mestrado e doutorado, no período de 2000 a 2008. Para levantar essa
produção utilizamos como palavras-chave: Ensino da Estatística e Ensino da
Probabilidade. A partir dessa pesquisa compilamos cinquenta e oito trabalhos, sendo
quarenta e três dissertações e treze teses. Estes trabalhos foram produzidos por
vinte e duas universidades localizadas em três regiões brasileiras: Sul, Sudeste e
Centro-Oeste. Tomando como base os resumos dessas obras, os trabalhos foram
analisados e categorizados em cinco eixos temáticos com intuito de apresentar essa
produção de modo sistematizado, oferecendo uma referência para o estudo às
futuras pesquisas relacionadas com essa temática. Considerando cada eixo
temático, realizamos uma metanálise das pesquisas em que podemos apontar os
seguintes resultados. No eixo temático referente ao processo de ensino e
aprendizagem da estatística e da probabilidade observamos a ocorrência de um
número significativo de pesquisas que utilizaram os computadores como recurso
para o ensino da estatística e da probabilidade. Nesse eixo temático também
encontramos trabalhos que investigaram quais eram as implicações de uma
abordagem utilizando a Modelagem Matemática para promover uma Matemática
Crítica. No eixo temático sobre a formação inicial e continuada dos professores de
matemática, os trabalhos, na sua maioria, abordaram a questão das atitudes,
satisfação e concepção dos professores com relação à compreensão deste assunto.
No eixo temático identificado com a prática docente, crenças/ concepções e saberes
práticos, um número maior de pesquisas focou suas investigações na problemática
do ensino da estatística e da probabilidade no ensino fundamental e médio. Neste
eixo sentimos a ausência de trabalhos que investigassem a utilização dos
computadores na prática de ensino e qual a influência dessa abordagem para a
concepção dos professores com relação ao estudo da estatística e da probabilidade.
No eixo temático sobre a utilização das TICs no ensino da estatística, as pesquisas
investigaram como o computador pode ser um facilitador para o ensino desta
disciplina. Ainda neste eixo temático o ensino à distância (EAD) foi investigado
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através de duas pesquisas. No eixo temático sobre as mudanças curriculares,
grande parte das pesquisas se ocupou da questão dos erros conceituais nos livros
didáticos e a influência destes para a prática de sala de aula
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Conhecimentos estatísticos no Ciclo I do Ensino Fundamental: um estudo diagnóstico com professores em exercícioBifi, Carlos Ricardo 25 April 2014 (has links)
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Previous issue date: 2014-04-25 / Secretaria da Educação do Estado de São Paulo / The purpose of this study was to diagnose the modes of functioning of pedagogical
and mathematical knowledge held by a group of primary school teachers (1st to 5th
grades) in Brazil. The investigation sought to identify elements that signaled these
teachers perceptions of their knowledge of Statistics, Probability, and Combinatorics
for the primary school curriculum. The question that guided the investigation was:
Which aspects of pedagogical and specific statistical knowledge are mobilized in
situations of class design and management by a group of teachers during their
teaching practices? Nine teachers participated in the study, one of whom, who had
received specific training (Teaching Degree in Mathematics) and held a Master s
Degree in Science and Mathematics Teaching, spontaneously stood out as the group
leader. This case study was developed in three stages, using the following
instruments: observation of discussions in periods officially allotted to collective
pedagogical work, observation of the teachers practice during lessons addressing
the block of contents termed Treatment of information , and interviews. The first two
stages guided the construction of a set of activities that formed the basis for the
interviews. The data thus collected revealed the pedagogical and specific knowledge
related to the Treatment of information block to be insufficient for the teachers to
meet the needs of students findings that converge with those from investigations in
Statistics Education. The behavior of the group leader ensured some sort of
continuing education to the other members, raising their awareness of the
effectiveness of collaborative work and socialization of their knowledge. In some
sessions, the group admitted their own lack of knowledge on topics proposed for
discussion e.g., Probability and fractions. The results indicated the importance of
working collectively and investing in training or mentoring, beyond the hours officially
allotted to collective pedagogical work, so as to foster the construction of pedagogical
and specific knowledge related to Statistics, Probability, and Combinatorics by these
teachers. Also identified was the need for providing teachers with training capable of
empowering them (by constructing knowledge) to the use and complementation of
teaching materials, textbooks, and other materials available in the school. Additional
specific investigation should elucidate the functioning mode of the knowledge held by
the participants, given the noteworthy specific features of the modes detected in the
group features not fully described by the theoretical framework adopted. Further
research is required to map more thoroughly these novel features detected in
knowledge functioning modes / Esta pesquisa teve como principal objetivo diagnosticar o tipo de funcionamento dos
conhecimentos didáticos e matemáticos por meio da observação de atividades
relacionadas à prática de um grupo de professores do Ciclo I do Ensino
Fundamental. Buscamos identificar elementos que sinalizassem a percepção desses
professores sobre seus conhecimentos em Estatística, Probabilidade e
Combinatória, relativos ao nível de escolaridade no qual esses docentes estavam
em exercício. Com isso, buscamos responder à seguinte questão: Que
conhecimentos estatísticos didáticos e específicos são mobilizados em situação
de concepção e gestão de aula por um grupo de professores em suas práticas
docentes? Participaram do estudo nove professoras, dentre as quais destacou-se
espontaneamente uma líder que dispunha de formação específica (licenciatura em
Matemática) e mestrado em Ciências e Ensino de Matemática. Este estudo de caso
foi desenvolvido em três etapas, com os seguintes procedimentos metodológicos:
observação das reuniões em Horário de Trabalho Pedagógico Coletivo (HTPC),
observação da prática das professoras durante as aulas que tratavam de conteúdos
do bloco Tratamento da informação e, por fim, entrevistas. As duas primeiras
etapas nortearam a construção de um conjunto de atividades que serviu de base
para as entrevistas. As análises do material coletado diagnosticaram no grupo
estudado um conhecimento pedagógico e especifico do bloco Tratamento da
informação insuficiente para atender às necessidades dos alunos, convergindo com
resultados de pesquisas em Educação Estatística. Pudemos observar que o fato de
a professora-líder promover uma espécie de formação continuada nos encontros
suscitou nas demais professoras a consciência de um trabalho colaborativo, com
socialização de conhecimentos. Em alguns momentos, o grupo verbalizou a
ausência de conhecimento sobre temas propostos para debate por exemplo,
Probabilidade e frações. Os resultados obtidos apontam a importância do trabalho
coletivo de professores e do investimento em formações ou assessorias não
limitadas ao HTPC, visando a construção de conhecimentos didáticos e específicos
relacionados aos conteúdos de Estatística, Probabilidade e Combinatória. Também
se identificou a necessidade de formações que permitam ao professor a construção
da autonomia (pela construção de conhecimento) na utilização e complementação
de materiais didáticos, livros-textos e outros materiais disponíveis na escola. Os
resultados também apontam a necessidade de pesquisas específicas sobre a
compreensão do tipo de funcionamento dos conhecimentos identificados, visto que
apresentaram características importantes e específicas não inteiramente descritas
pelos referenciais utilizados. Análises mais aprofundadas poderão permitir que tais
características inéditas dos níveis de funcionamento dos conhecimentos sejam
adequadamente mapeadas
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Um estudo sobre a abordagem dos conteúdos estatísticos em cursos de Licenciatura em Matemática: uma proposta sob a ótica da ecologia do didáticoGoulart, Amari 29 April 2015 (has links)
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Previous issue date: 2015-04-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this study was to identify the relationships operating between the teaching of Statistics to Basic Education students (up to the 12th grade) and the teaching of Statistics at Teaching Degree programs in Mathematics relationships that might enhance the professional education of Brazilian teachers towards the development of Statistical Literacy among their future students. The Anthropological Theory of the Didactic, in its ecological perspective, was the theoretical framework adopted, from which two ecosystems were hypothesized: those of Mathematics teaching in Basic Education and in Teaching Degree programs in Mathematics. To examine whether these ecosystems are currently promoting the development of Statistical Literacy, the following documents were analyzed: the National Curriculum Parameters (PCN) for 6th-9th Grades (Mathematics), the PCN for 10th-12th Grades (Natural Sciences, Mathematics, and their Technologies), the PCN+ (Natural Sciences, Mathematics, and their Technologies), the Curriculum Guidelines for 10th-12th Grades (Natural Sciences, Mathematics, and their Technologies), the National Curriculum Guidelines for Mathematics Programs Teaching and Non-Teaching Degrees (DCN-BL), and the National Curriculum Guidelines for Higher-Education Training of Teachers for 1st-12th Grades Full Teaching Degree (DCN-FP). The following national exams were also evaluated: SAEB, Prova Brasil, ENEM, and ENADE. The analysis also included two textbook series (one for 6th-9th grades and the other for 10th-12th grades) approved by the National Textbook Program for Basic School (PNLD). The analyses of these documents and materials revealed that neither ecosystem currently promotes the development of Statistical Literacy. Between the teaching of Statistics to Basic Education students and the teaching of Statistics at Teaching Degree programs in Mathematics, no relationships were found to operate which might enhance the professional education of teachers towards the development of Statistical Literacy among their future students / Esta pesquisa teve por objetivo determinar as relações que podemos estabelecer entre o ensino de Estatística na Educação Básica e o Ensino de Estatística nos cursos de Licenciatura em Matemática, visando potencializar a formação de professores para o Letramento Estatístico. Utilizando como base teórica a Teoria Antropológica do Didático (TAD) e sua perspectiva Ecológica, formulamos, por hipótese, dois ecossistemas: o ecossistema do Ensino de Matemática na Educação Básica e o ecossistema do curso de Licenciatura em Matemática. Para verificar se esses ecossistemas potencializam o desenvolvimento do Letramento Estatístico, foram analisados os seguintes documentos: os PCN de terceiro e quarto ciclos do Ensino Fundamental (Matemática), os PCN do Ensino Médio (Ciências da Natureza, Matemática e suas Tecnologias), os PCN+ (Ciências da Natureza, Matemática e suas Tecnologias), as Orientações Curriculares para o Ensino Médio (Ciências da Natureza, Matemática e suas Tecnologias), as Diretrizes Curriculares Nacionais para os Cursos de Matemática, Bacharelado e Licenciatura (DCN-BL) e as Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica, em Nível Superior, Curso de Licenciatura, de graduação plena (DCN-FP), bem como os seguintes exames de larga escala: SAEB, Prova Brasil, ENEM e ENADE e também duas coleções de livros didáticos aprovadas pelo PNLD e destinadas à Educação Básica. A partir das análises dos documentos, concluímos que nenhum desses ecossistemas potencializa o desenvolvimento do Letramento Estatístico. Não foram encontradas relações que possam ser estabelecidas entre o ensino de Estatística na Educação Básica e o Ensino de Estatística nos cursos de Licenciatura em Matemática visando aprimorar a formação de professores para o Letramento Estatístico
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Leitura e interpretação de gráficos e tabelas: um estudo comparativo sobre o desempenho de alunos de licenciatura em matemática, pedagogia e bacharelado em administraçãoRodrigues, Corina 20 October 2009 (has links)
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Previous issue date: 2009-10-20 / Secretaria da Educação do Estado de São Paulo / This research investigated what are the basic skills of students in the mathematics, pedagogy and
bachelor in Business Administration courses with respect to reading and interpreting of graphics and tables in the
Statistics´ subject. The choice to investigate how the statistics is taught in mathematics, among many graduate
courses occurred because we believe that the future teachers of mathematics will be responsible for teaching the
basic statistics of a analytical manner. So, when they will be educators, they will be responsible for introduction
the same statistics in school, but in a more pictorial and less analytical manner. The Administration course was
chosen because we believe that it is a course that makes of the basic statistics a "discipline of service", with
emphasis on reading and interpreting of graphs and tables and the applicability of its career in contexts of user
statistics. In hypothesis that students had better performance ahead situations that involving the reading and
interpreting of graphs and tables than students of the Mathematics and Pedagogy courses, we apply a diagnostic
test 174 students divided in the following way: 72 students in Mathematics course, 48 students in pedagogy
course and 54 students in Administration course. About the theoretical and epistemological aspect, our research
follows an empirical analytic approach with perspective descriptive. The type of collection follows the precepts of
a naturalistic or field research, and the analysis of results, a qualitative and quantitative approach that organize
comparison between the performances of three groups. This analysis showed us that in the performance of
students in Mathematics course were statistically more positive than the performance of students in administration
and these, more positive than the performance of the students in pedagogy, refuting our research hypothesis / A presente pesquisa investigou quais são os conhecimentos básicos de um grupo de alunos dos cursos
de Licenciatura em Matemática, Pedagogia e bacharelado em Administração com relação à leitura e
interpretação de gráficos e tabelas estudados na disciplina de Estatística. A escolha de investigar como a
Estatística é ensinada na licenciatura em Matemática, dentre tantos cursos de licenciatura, deu-se por
acreditarmos serem esses futuros professores de Matemática, os responsáveis por ensinar de uma forma mais
analítica, a Estatística básica nas escolas. Os futuros Pedagogos, ao optarem pelo curso de Pedagogia, poderão
introduzi-la nas escolas, porém de forma mais pictórica e menos analítica. O bacharelado em Administração foi
escolhido por entendermos ser um curso que faz da Estatística básica uma disciplina de serviço , com ênfase na
leitura e interpretação de gráficos e tabelas e pela aplicabilidade em sua carreira em contexto de usuário da
Estatística. Tendo como hipótese que os alunos de Administração apresentariam melhor desempenho frente às
situações que envolvem a leitura e interpretação de gráficos e tabelas do que os alunos de Licenciatura em
Matemática e Pedagogia; aplicamos um teste diagnóstico em 174 sujeitos divididos da seguinte forma: 72
sujeitos de Licenciatura em Matemática, 48 sujeitos de Pedagogia e 54 de bacharelado em Administração.
Quanto ao aspecto teórico-epistemológico nossa pesquisa segue uma abordagem empírico-analítica com
perspectiva descritiva. O tipo de coleta segue os preceitos de uma pesquisa naturalista ou de campo e, a análise
dos resultados, uma abordagem quali-quantitativa promovendo uma comparação entre os desempenhos dos três
grupos. Essa análise nos evidenciou que os desempenhos dos sujeitos de Licenciatura em Matemática foram
estatisticamente mais positivos que os desempenhos dos sujeitos de Administração e estes, mais positivos que
os desempenhos dos sujeitos de Pedagogia, refutando nossa hipótese de pesquisa
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Ensino e aprendizagem de estatística com ênfase na variabilidade: um estudo com alunos de um curso de licenciatura em matemáticaMoreno, Marcelo Marcos Bueno 09 June 2010 (has links)
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Previous issue date: 2010-06-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considering that statistics has been newly included in the curriculum of primary and secondary education, the scarcity of research studies about variability described by various authors, and students‟ difficulties in understanding standard deviations and in articulating mathematical and statistical knowledge to apply them in new situations, the objective was to study the characteristics of teaching activities that promote the comprehension of variability in a set of values for students in a Mathematics teaching degree program. A Didactic Sequence was elaborated according to the proposal of constructing learning scenarios that were based on the articulation of the various theories of learning. The sequence was divided into three parts: introduction and construction of the concept of arithmetic mean, construction of the concept of variability through the use of dispersion measures, and application of the concept of variation for decision-making. Of the applied tasks, we chose three that were representative for theoretical analysis and analysis of the participants‟ work, according to the assumptions of Didactic Engineering, which was the methodology used in this study. The result of other research studies related to this subject, regarding the interpretation of variation, was confirmed. The variation was considered, only between the data, and not in relation to a measure of the central tendency. This occurrence consisted of a difficulty factor for interpreting the variability measures. The interval approach based on k standard deviations from the mean helped the participants give meaning to this measure of dispersion, and the comparison between distributions with the same mean and different dispersions helped them to perceive the insufficiency of the mean as a summary measure and the importance of measures of variation. The use of situations in which the knowledge sought is the most appropriate solution to the problem and the strategy for organizing tasks in which the students could mobilize prior knowledge to construct new knowledge were shown to be useful in constructing the concepts. At the end of the course, the students (future teachers) displayed a broader vision for performing an Exploratory Data Analysis and were concerned with considering variability / Tendo em vista a novidade da estatística nos currículos da Educação Básica, a escassez de pesquisas sobre a variabilidade descrita por vários autores, a dificuldade dos alunos na compreensão do desvio-padrão e na articulação dos conhecimentos matemáticos e estatísticos para aplicá-los em situações novas, objetivou-se estudar as características das atividades de uma formação com alunos de um curso de licenciatura em Matemática, que favoreçam a apreensão da variabilidade em um conjunto de valores. Uma Sequência Didática foi elaborda, segundo a proposta de construção de cenários de aprendizagem que se baseia na articulação de diversas teorias de aprendizagem. A sequência foi dividida em três partes: introdução e construção do conceito de média aritmética; construção do conceito de variabilidade pelo uso de medidas de dispersão e aplicação do conceito de variação para tomada de decisões. Das tarefas aplicadas, escolhemos três que fossem representativas para a análise teórica e análise das produções dos participantes, seguindo os pressupostos da Engenharia Didática, que foi a metodologia utilizada nesta pesquisa. O resultado de outras pesquisas relacionadas ao presente tema, no que se refere à interpretação da variação, foi confirmado. A variação era considerada, apenas entre os dados e não em relação a uma medida de tendência central. Tal ocorrência consistiu em um fator de dificuldade para a interpretação das medidas de variabilidade. A abordagem dos intervalos com base em k desvio-padrão da média ajudou os participantes a darem sentido a esta medida de dispersão, e a comparação entre distribuições com a mesma média e diferentes dispersões auxiliou-os a perceberem a insuficiência da média, como medida-resumo e a importância das medidas de variação. A utilização de situações nas quais o conhecimento visado é a solução mais adequada para o problema e a estratégia da organização de tarefas cujos alunos pudessem mobilizar conhecimentos prévios para construírem os novos, mostraram-se úteis para a construção dos conceitos. Ao final da formação, os alunos (futuros professores) mostraram uma visão mais ampla para fazer uma Análise Exploratória de Dados e preocupavam-se em considerar a variabilidade
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Effect Of Constructed Web-supported Instruction On Achievement Related To Educational StatisticsEmmungil, Levent 01 September 2009 (has links) (PDF)
The purpose of this study is to investigate the effect of web supported statistics education environment for graduate level students. The aim was to develop a web support system to ease the graduate students' / understanding of statistical concepts. This study also examined the perceptions of the students about web supported instruction.
Although there are some studies conducted about technology aided statistics education, they are insufficient in the amount according to other areas. Besides these few studies were conducted mainly among lower grades. There is a need to find out and overcome students&rsquo / learning difficulties about statistical concepts in graduate levels. The intention of the study was to construct a web support system for traditionally offered Educational Statistics course in order to decrease both instructor and students efforts to communicate, present, reach and use the resources. The subjects of the study were 21 graduate students of Educational Statistics course offered. None of the subjects was offered an on-line course before.
The study used both quantitative and qualitative measurements to analyze the effectiveness of the site and perceptions of the users. The results of the study indicated that there was an improvement in students&rsquo / achievement related to educational statistics through web supported instruction. Besides, the perceptions of the students were collected with interview questions about the functions and usability of the system. The highly positive perceptions of the students showed that, it is necessary for the students to have such a course support system.
The framework was developed not only support for traditionally offered courses, but also support for lifelong learning processes. The researcher believed that the study revealed the most realistic usage pattern of a course support system. The results can be used by the instructors in order to offer the best web support system with minimum effort. Moreover, the proposed system can be used in any learning content management systems without the need for technical knowledge.
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Ο στατιστικός γραμματισμός στο αναλυτικό πρόγραμμα σπουδών των μαθηματικών του δημοτικού σχολείουΚοντογιάννη, Αριστέα (Αριστούλα) 05 October 2014 (has links)
Τα τελευταία χρόνια παρατηρείται μία μεταρρύθμιση στα Αναλυτικά Προγράμματα Σπουδών των Μαθηματικών, διεθνώς, ως προς την θέση που κατέχουν τα Στοχαστικά Μαθηματικά (Στατιστική και Πιθανότητες) σε αυτά. Στη χώρα μας αυτή η αλλαγή συντελείται με την εισαγωγή του νέου Α.Π.Σ. (2011) των Μαθηματικών για την υποχρεωτική εκπαίδευση, στο οποίο η Στατιστική κατέχει ιδιαίτερη θέση. Για να μπορέσει, όμως, το νέο Α.Π.Σ. να εφαρμοστεί με αποτελεσματικότητα είναι απαραίτητο πρώτα οι δάσκαλοι να έχουν κατανοήσει σε βάθος το αντικείμενο της Στατιστικής που καλούνται να διδάξουν. Με αφορμή την διαπίστωση αυτή, στην παρούσα διατριβή διερευνήθηκαν οι γνώσεις που χρειάζεται να έχουν οι υποψήφιοι δάσκαλοι και αξιολογήθηκαν οι υπάρχουσες γνώσεις τους σε σχέση με την ύλη της Στατιστικής που καλούνται να διδάξουν μετά το πέρας των σπουδών τους αλλά και υπό το πρίσμα του Στατιστικού Γραμματισμού. Για τον προσδιορισμό των γνώσεων που χρειάζονται να έχουν οι υποψήφιοι δάσκαλοι αναλύθηκαν τα Α.Π.Σ. (Ελλάδας και χωρών του εξωτερικού) και τα σχολικά εγχειρίδια ως προς τη θέση της Στατιστικής σε αυτά. Επιπλέον, διερευνήθηκαν οι Μεγάλες Ιδέες της Στατιστικής μέσω της βιβλιογραφικής ανασκόπησης.
Η διαμόρφωση του θεωρητικού πλαισίου στηρίχτηκε στο πώς ορίζεται η γνώση για την διδασκαλία των Μαθηματικών αλλά και ειδικότερα της Στατιστικής, στην έννοια του Στατιστικού Γραμματισμού και στον διαχωρισμό της γνώσης στην εννοιολογική και διαδικαστική διάσταση της. Η μεθοδολογική προσέγγιση που χρησιμοποιήθηκε εντάσσεται στην ποιοτική έρευνα και βασίστηκε σε έναν αναδυόμενο ερευνητικό σχεδιασμό. Για τους σκοπούς της έρευνας κατασκευάστηκε και διανεμήθηκε ένα ερωτηματολόγιο με ερωτήσεις ανοικτού τύπου σε 100 υποψήφιους δασκάλους και στη συνέχεια διενεργήθηκαν συνεντεύξεις με 15 από αυτούς. Για την ανάλυση των απαντήσεων των συμμετεχόντων χρησιμοποιήθηκε η ταξινομία SOLO (Biggs & Collis, 1982, 1991) σε συνδυασμό με μία μέθοδο αξιολόγησης που έχει προταθεί από την Garfield (1993).
Μέσω των αποτελεσμάτων της παρούσας έρευνας αναδείχθηκε ότι η στατιστική γνώση του περιεχομένου των συμμετεχόντων δεν ήταν επαρκής ενώ η παιδαγωγική γνώση του περιεχομένου τους ήταν ελλιπής. Συγκεκριμένα, οι συμμετέχοντες αντιμετώπισαν δυσκολία στο να αξιολογήσουν τις λανθασμένες απαντήσεις μαθητών και να προτείνουν την ενδεδειγμένη λύση. Επιπροσθέτως, σε αρκετές περιπτώσεις επαναλάμβαναν τα λάθη και τις παρανοήσεις των μαθητών. Προέκυψε, επομένως, ότι δεν είναι σε θέση να αναπτύξουν τον Στατιστικό Γραμματισμό στους μελλοντικούς μαθητές τους.
Έχοντας ως βάση αυτά τα αποτελέσματα διατυπώθηκε μία ολοκληρωμένη πρόταση εισαγωγής, στα Παιδαγωγικά Τμήματα Δημοτικής Εκπαίδευσης, μαθημάτων που το περιεχόμενο τους θα εστιάζει στην μάθηση και την διδασκαλία της Στατιστικής για το Δημοτικό σχολείο. / This thesis explores the knowledge needed for teaching statistics at the elementary (primary) school level. It is a fact, that statistics has a relatively short history in the elementary school curriculum, compared with mathematics. Recent research in statistics education has prompted a worldwide move away from the teaching of statistical skills, towards a deeper understanding of statistical notions aiming to the statistical literacy of students and subsequently adults. The new nationally mandated curriculum of Greece reflects this move.
Consequently, little is known about the knowledge needed to teach statistics effectively. An analytic study of the current literature, including national standards and school textbooks, was conducted to identify the important aspects of statistical knowledge for teaching. Ideas from three contemporary areas of research, namely teacher knowledge (content and pedagogical) in relation to mathematics and statistics, statistical literacy and procedural and conceptual knowledge are incorporated in a framework for exploring knowledge for teaching statistics and for assessing this kind of knowledge. The study’s methodological approach is based on an emergent research design.
A written assessment instrument was developed and administered to a sample of 100 prospective elementary school teachers. The purpose of the instrument was to gather data in order to describe teachers’ conceptions for teaching statistics at the level of elementary school. A subset of the sample (n = 15) was interviewed to provide deeper insight into their conceptions and to assure reliability of the instrument. The data produced in response to the written item were examined in light of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs & Collis, 1982, 1991) and a scoring method offered by Garfield (1993).
The results of this study indicate that prospective elementary school teachers may not be prepared to teach statistics at the level of depth that is needed according to the new curriculum. Their statistical content knowledge is not enough while their pedagogical content knowledge is limited. In particular, participants showed difficulties in judging students’ answers and identifying students’ misconceptions. There are several implications that are drawn from the results including the importance of a statistics course during teacher preparation programs and careful consideration during the creation of curricular materials, like new textbooks.
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Using Large-Scale Datasets to Teach Abstract Statistical Concepts: Sampling DistributionKanyongo, Gibbs Y. 16 March 2012 (has links) (PDF)
No description available.
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