A Critical Understanding and Transformation of an Introductory Statistics Course

Autor/inn/en	Magalhães, Marcos Nascimento; Magalhães, Maria Cecilia Camargo
Titel	A Critical Understanding and Transformation of an Introductory Statistics Course
Quelle	In: Statistics Education Research Journal, 13 (2014) 2, S.28-41 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Statistics; Introductory Courses; Interviews; Course Organization; Learning Activities; Enrichment Activities; Preservice Teacher Education; Preservice Teachers; Student Teacher Attitudes; Mathematics Activities; Mathematics Education; Statistical Analysis; Educational Research; Mathematical Concepts; Student Projects; Reading Assignments; Brainstorming; Content Area Writing; Content Area Reading; Learning Strategies; Cooperative Learning; Foreign Countries; Qualitative Research; Brazil + Suchen Sie Ihr Suchwort? Statistik; Einführungskurs; Interviewing; Interviewtechnik; Course organisation; Kurskonzept; Lernaktivität; Bereicherungsprogramm; Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Statistische Analyse; Bildungsforschung; Pädagogische Forschung; Schulprojekt; Schriftliche Übung; Sinnerfassendes Lesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Ausland; Qualitative Forschung; Brasilien
Abstract	In this paper, we report on the impact of four activities and two interviews on the organization of an introductory statistics course attended by future mathematics teachers at the University of Sao Paulo, Brazil. The activities were designed to enhance students' learning and collaborative knowledge construction, based on Vygotsky's Socio-Historical Theory. Data were collected in the course through the activities and the interviews. Analysis of the data suggests that the course improved students' initiative, collaboration and intentional action, as well as their attitude as future mathematics teachers. Quantitative results comparing 2013 with earlier offerings of the course are also discussed. The transformation discussed here could be applied in other introductory statistics courses, and may lead to practical pedagogical improvements. (As Provided).
Anmerkungen	International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/serj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10