The Teaching and Learning of Statistics

1. Front Matter

   Pages i-viii

   PDF

2. International Perspectives on the Teaching and Learning of Statistics

   • Dani Ben-Zvi, Katie Makar

   Pages 1-10

3. Integrating the Contextual and the Statistical Worlds

   1. Front Matter

      Pages 11-11

      PDF

   2. Young Students’ Mental Modelling of Statistical Situations

      • Andreas Eichler, Markus Vogel

      Pages 13-23

   3. Children’s Wonder How to Wander Between Data and Context

      • Dani Ben-Zvi, Keren Aridor-Berger

      Pages 25-36

   4. Supporting Students to Develop Concepts Underlying Sampling and to Shuttle Between Contextual and Statistical Spheres

      • Adri Dierdorp, Arthur Bakker, Jan van Maanen, Harrie Eijkelhof

      Pages 37-48

4. Learning Statistics at the School Level

   1. Front Matter

      Pages 49-49

      PDF

   2. The Language of Shape

      • Pip Arnold, Maxine Pfannkuch

      Pages 51-61

   3. Development of an Understanding of a Sampling Distribution

      • Eun-Sung Ko

      Pages 63-70

   4. Korean High School Students’ Understanding of the Concept of Correlation

      • A-Ra No, Soo-Yun Han, Yun Joo Yoo

      Pages 71-81

   5. Connections Between Statistical Thinking and Critical Thinking: A Case Study

      • Einav Aizikovitsh-Udi, Sebastian Kuntze, David Clarke

      Pages 83-94

   6. Tasks Associated to the Treatment of Tables at Elementary School and Its Level of Difficulty

      • Soledad Estrella, Arturo Mena-Lorca, Raimundo Olfos

      Pages 95-96

   7. An Analysis of the Statistical Contents Covered In China, Singapore and Taiwan Mathematics Textbooks at the Primary Level

      • Hak Ping Tam, Ou Yung Chih

      Pages 97-98

   8. Mathematical Modelling for Critical Statistics Education

      • Luana Oliveira Sampaio, Maria Lucia Lorenzetti Wodewotzki

      Pages 99-100

   9. Survey and Research on the Levels of High School Students’ Critical Evaluation of Statistical Information and the Influence Factors

      • Ma Ping

      Pages 101-115

   10. The Conceptual Understanding of Variability in the Data Distributions

       • Eun-Jeung Ji, Won Kyoung Kim

       Pages 117-118

   11. Students’ Misconceptions and Mistakes Related to Measurement in Statistical Investigation and Graphical Representation of Data

       • Hyung Ju Yun, Eun-Sung Ko, Yun Joo Yoo

       Pages 119-120

   12. Overall Understanding of the Middle School Mathematics Course in Teaching Statistics Main Line

       • Guan Jian, Bai Xue, Wu Peng, Li Qiusheng

       Pages 121-122

   13. Growth on Fourth-Grade Students’ Mathematical Understanding of Average

       • Jun Wu

       Pages 123-124

   14. Exploring Dot Plot in the Perspective of Embodied Cognition

       • Verônica Yumi Kataoka, Irene Cazorla, Eurivalda Santana, Claudia Borim da Silva

       Pages 125-126

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 they solve 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.