The Conceptions of Variation Held by Elementary Preservice Teachers: Exploratory Research in Statistics Education

 
9783639131161: The Conceptions of Variation Held by Elementary Preservice Teachers: Exploratory Research in Statistics Education
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This study addresses how elementary preservice teachers (EPSTs) think about variation in the three contexts of sampling, data and graphs, and probability situations. A qualitative study was undertaken with thirty students in an elementary teachers? mathematics course. Written surveys were completed by all students both before and after class interventions, and six students participated in pre and post interviews. Collective results from the survey data, interview data, and class observations were used to describe components of an evolving framework useful for examining EPSTs? conceptions of variation. The three main aspects of the framework address how EPSTs reason in expecting, displaying, and interpreting variation. Each of the three aspects is further defined by different dimensions, which in turn have their own constituent themes. The depth in describing the evolving framework is a main contribution of this research. The framework was used to compare the thinking of the six interviewees from before to after class interventions. Evidence suggests that the class interventions, and the survey and interview tasks, stimulated changes in the way students thought about variation.

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About the Author:

Dan has been teaching mathematics since 1988, with experience in America, Yemen, and Korea. His degrees include a B.S. in math from Biola University, a M.S. in math from Western Washington University, and a Ph.D. in math education from Portland State University. In 2003 he joined the faculty of Eastern Washington University, earning tenure in 2008.

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Book Description Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | Exploratory Research in Statistics Education | This study addresses how elementary preserviceteachers (EPSTs) think about variation in the threecontexts of sampling, data and graphs, andprobability situations. A qualitative study wasundertaken with thirty students in an elementaryteachers mathematics course. Written surveys werecompleted by all students both before and after classinterventions, and six students participated in preand post interviews. Collective results from thesurvey data, interview data, and class observationswere used to describe components of an evolvingframework useful for examining EPSTs conceptions ofvariation. The three main aspects of the frameworkaddress how EPSTs reason in expecting, displaying,and interpreting variation. Each of the threeaspects is further defined by different dimensions,which in turn have their own constituent themes. Thedepth in describing the evolving framework is a maincontribution of this research. The framework was usedto compare the thinking of the six interviewees frombefore to after class interventions. Evidencesuggests that the class interventions, and the surveyand interview tasks, stimulated changes in the waystudents thought about variation. | Format: Paperback | Language/Sprache: english | 380 gr | 272 pp. Seller Inventory # K9783639131161

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Book Description VDM Verlag. Paperback. Condition: New. 272 pages. Dimensions: 8.7in. x 5.9in. x 0.6in.This study addresses how elementary preservice teachers (EPSTs) think about variation in the three contexts of sampling, data and graphs, and probability situations. A qualitative study was undertaken with thirty students in an elementary teachers mathematics course. Written surveys were completed by all students both before and after class interventions, and six students participated in pre and post interviews. Collective results from the survey data, interview data, and class observations were used to describe components of an evolving framework useful for examining EPSTs conceptions of variation. The three main aspects of the framework address how EPSTs reason in expecting, displaying, and interpreting variation. Each of the three aspects is further defined by different dimensions, which in turn have their own constituent themes. The depth in describing the evolving framework is a main contribution of this research. The framework was used to compare the thinking of the six interviewees from before to after class interventions. Evidence suggests that the class interventions, and the survey and interview tasks, stimulated changes in the way students thought about variation. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Seller Inventory # 9783639131161

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