The Teaching and Learning of Statistics

1. Learning Statistics at the Tertiary Level

   1. Front Matter

      Pages 127-127

      PDF

   2. Students’ Difficulties in Understanding of Confidence Intervals

      • Ana Henriques

      Pages 129-138

   3. A Modeling and Simulation Approach to Informal Inference: Successes and Challenges

      • Jennifer Noll, Mulugeta Gebresenbet, Erin Demorest Glover

      Pages 139-150

   4. Students’ Understanding of Statistical Terms Having Lexical Ambiguity

      • Soyeon Jung, Jihyun Hwang

      Pages 151-161

   5. Student Understanding of Symbols in Introductory Statistics Courses

      • Hyung Won Kim, Tim Fukawa-Connelly, Samuel A. Cook

      Pages 163-174

   6. Two-Year College Mathematics Instructors’ Conceptions of Variation

      • Monica Dabos

      Pages 175-176

   7. Students’ Sense-Making of Graphical Representation in a Basic Statistics Module

      • Hui Teng Chia

      Pages 177-178

2. Technology in Statistics Education

   1. Front Matter

      Pages 179-179

      PDF

   2. Bootstrapping Confidence Intervals

      • Ross Parsonage, Maxine Pfannkuch, Chris J. Wild, Kate Aloisio

      Pages 181-191

   3. Undergraduate Students’ Conceptions of Variability in a Dynamic Computer-Based Environment

      • George Ekol, Nathalie Sinclair

      Pages 193-203

   4. Transforming Statistics Education Through ICT Application

      • Tae Rim Lee

      Pages 205-214

   5. Selecting Technology to Promote Learning in an Online Introductory Statistics Course

      • Megan Mocko

      Pages 215-225

   6. The Role of Technology in Indian Statistics Education: A Review

      • D. S. Hooda, B. K. Hooda

      Pages 227-233

   7. Building Up the Box Plot as a Tool for Representing and Structuring Data Distributions: An Instructional Effort Using Tinkerplots and Evidence of Students’ Reasoning

      • Luis Saldanha, Michael McAllister

      Pages 235-245

3. Statistics Teachers and Teaching

   1. Front Matter

      Pages 247-247

      PDF

   2. Integrated Reasoning About Statistical Variation: Secondary Teachers’ Development of Foundational Understandings

      • Susan A. Peters, Ksenia S. Kopeikin

      Pages 249-259

   3. Preservice Teachers’ Difficulties with Statistical Writing

      • Min-Sun Park, Mimi Park, Eun-Jung Lee, Kyeong-Hwa Lee

      Pages 261-270

   4. Teachers’ Questions in the Statistics Class

      • Lucia Zapata-Cardona, Pedro Rocha-Salamanca

      Pages 271-278

   5. Statistical Training of Pre-service Teachers with Application in School Practice

      • Miriam Utsumi, Irene Cazorla, Verônica Yumi Kataoka

      Pages 279-288

   6. Statistics in Primary Education in Greece: How Ready Are Primary Teachers?

      • Eugenia Koleza, Aristoula Kontogianni

      Pages 289-298

This book presents the breadth and diversity of empirical and practical work done on statistics education around the world. A wide range of methods are used to respond to the research questions that form it's base. Case studies of single students or teachers aimed at understanding reasoning processes, large-scale experimental studies attempting to generalize trends in the teaching and learning of statistics are both employed. Various epistemological stances are described and utilized.

The teaching and learning of statistics is presented in multiple contexts in the book. These include designed settings for young children, students in formal schooling, tertiary level students, vocational schools, and teacher professional development. A diversity is evident also in the choices of what to teach (curriculum), when to teach (learning trajectory), how to teach (pedagogy), how to demonstrate evidence of learning (assessment) and what challenges teachers and students face when theysolve statistical problems (reasoning and thinking).

• International statistics education
• Statistics education
• Statistics teaching and learning
• Technology in mathematics education
• Technology in statistics education
• learning and instruction

“The investigations cover a broad range of issues regarding the education of students in statistics at the secondary and higher education levels, along with a few sections focused on the primary level. … the book provides an effective compendium of studies regarding statistics education over a broad spectrum of teaching strategies. Summing Up: Highly recommended. Upper-division graduates through faculty.” (N. W. Schillow, Choice, Vol. 53 (11), July, 2016)

• Faculty of Education, University of Haifa, Haifa, Israel

  Dani Ben-Zvi

• School of Education, University of Queensland, St Lucia, Australia

  Katie Makar

Dani Ben-Zvi is an associate professor at the University of Haifa in the Faculty of Education, member of the Technology in Education Graduate Department, and member of the Mathematics Education Graduate Department. He is also the co-founder of the International Collaboration for Research on Statistical Reasoning, Thinking and Literacy, and co-chairs it with his co-editor, Katie Makar. His research interests include statistical reasoning and technology enhanced learning. He received his Ph.D. from the Weizmann Institute of Science in 2001 at the Department of Science Teaching. Dr Katie Makar is a senior lecturer in mathematics education at the University of Queensland. Her research looks at teaching of mathematics through inquiry. She is also known internationally for her work on statistical reasoning and informal statistical inference at the primary school level. She has done consulting work on teaching with inquiry, reasoning in chance and data, teacher professional standards and middle years curriculum. Her teaching includes courses in mathematics education, interdisciplinary curriculum, teacher professionalism, and statistics. Previously, she taught secondary mathematics for fifteen years in the US and Asia before finishing her PhD in 2004.

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