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Diagnosing Preservice Teachers’ Understanding of Statistics and Probability: Developing a Test for Cognitive Assessment

  • Muhammet AricanEmail author
  • Okan Kuzu
Article

Abstract

This study investigates preservice middle school mathematics teachers’ understanding of statistics and probability and provides a cognitive diagnostic assessment of their strengths and weaknesses on these subjects. A statistical reasoning test that included 15 multiple-choice and 5 open-ended items was developed from the perspective of the log-linear cognitive diagnosis model, which is a general form of the cognitive diagnosis models. The statistical reasoning test was applied to 456 preservice teachers from 4 universities in 3 different regions of Turkey. The collected data were analyzed using the Mplus 6.12 software, and diagnostic feedback on the preservice teachers’ responses was provided based on the findings. The analysis suggested that although many preservice teachers were able to represent and interpret the given data, most experienced difficulty in drawing inferences about populations based on samples, selecting and using appropriate statistical methods, and understanding and applying the basic concepts of probability. In addition, preservice teachers had difficulty answering open-ended items. Implications for teaching are also discussed.

Keywords

Cognitive assessment Diagnostic classification models Preservice teacher education Statistics and probability Test design 

Notes

Acknowledgements

Parts of this study were presented at the 2017 European Educational Research Conference held in Copenhagen/Denmark.

Authors’ Contributions

This study was conducted in equal collaboration between the two authors.

Funding

The authors disclose receipt of the following financial support for the research, authorship, and publication of this study: This study was supported by the Ahi Evran University Scientific Research Projects Coordination Unit. Project Number EGT.A3.16.014.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that there are no conflicts of interest.

Supplementary material

10763_2019_9985_MOESM1_ESM.docx (152 kb)
ESM 1 (DOCX 151 kb)

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Copyright information

© Ministry of Science and Technology, Taiwan 2019

Authors and Affiliations

  1. 1.Department of Mathematics and Science EducationKırşehir Ahi Evran UniversityKırşehirTurkey

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