Mathematics Education Doctoral Students’ Attitudes Toward Statistics

This study examines mathematics education doctoral students’ perspectives of statistics. Several studies have been conducted regarding undergraduate students’ attitudes toward statistics during their experiences in introductory statistics courses (e.g, Gal, Ginsburg, & Schau, 1997; Wise, 1985). Far fewer studies have been conducted regarding teachers’ attitudes toward statistics (e.g, Begg & Edwards, 1999; Greer & Ritson, 1994). One area of research that has not been explored concerns mathematics educators’ and mathematics teacher education faculty members’ attitudes toward statistics. This area of research is especially important given the impediments statistics educators have encountered when trying to increase the depth and quality of statistics education in the K-12 setting. Results show there is a need to emphasize statistics more broadly in the preparation of mathematics education doctoral students

Let\u27s Talk About Problem Solving

This session presents guidelines to promote mathematical discussion. Specific strategies will be shared to help engage all students in discussing their problem solving processes. Methods of engagement will create a learning environment that supports the development of mathematical practices in the Common Core State Standards

Motivation for and Benefits from Attending the AP Statistics Reading

This study explores the Advanced Placement® Statistics reading as a source of professional development for teachers. The study was conducted to capture the motivation for and benefits from attending the collective grading. Research has shown that examining student work during professional development has implications for teaching. The premise of this study is that Advanced Placement readings are a context for examining the impact of collective grading of student work. The purpose of the study was to examine the motivation of and benefits for AP Statistics reading participants. The results suggest that analysis of student work may be a method to address teachers' preparation to teach statistics at the level expected by recent reform movements in the field of statistics education

Students' Understanding of Bar Graphs and Histograms: Results From the LOCUS Assessments

Bar graphs and histograms are core statistical tools that are widely used in statistical practice and commonly taught in classrooms. Despite their importance and the instructional time devoted to them, many students demonstrate misunderstandings when asked to read and interpret bar graphs and histograms. Much of the research that has been conducted about these misunderstandings has been with students in introductory statistics classes at the college level. In this article, students in grades 6–12 completed multiple-choice and constructed-response questions about bar graphs and histograms as part of a larger study. The same misunderstandings that college-level students demonstrate were found in these younger students

Investigating Levels of Graphical Comprehension Using the LOCUS Assessments

Statistical literacy refers to two interrelated components: people’s ability to interpret and critically evaluate statistical information, and their ability to discuss or communicate their reactions to statistical information. The ability to read and interpret graphical displays is part of statistical literacy because much of the statistical information people encounter in their everyday lives are graphical displays or tables of data. The purpose of this study was to investigate college-level students’ graphical comprehension. Students’ graphical comprehension was assessed using items from the Levels of Conceptual Understanding in Statistics (LOCUS) assessments. Much can be learned about students’ graphical comprehension based on this study. Results from this study can be used to highlight the importance of incorporating graphical comprehension and/or data visualization into introductory statistics courses

Investigating Levels of Graphical Comprehension Using the LOCUS Assessments

Statistical literacy refers to two interrelated components: people’s ability to interpret and critically evaluate statistical information, and their ability to discuss or communicate their reactions to statistical information. The ability to read and interpret graphical displays is part of statistical literacy because much of the statistical information people encounter in their everyday lives are graphical displays or tables of data. The purpose of this study was to investigate college-level students’ graphical comprehension. Students’ graphical comprehension was assessed using items from the Levels of Conceptual Understanding in Statistics (LOCUS) assessments. Much can be learned about students’ graphical comprehension based on this study. Results from this study can be used to highlight the importance of incorporating graphical comprehension and/or data visualization into introductory statistics courses