A Fair and Balanced Approach to the Mean

Peters, Susan A.; Bennett, Victoria Miller; Young, Mandy; Watkins, Jonathan D.

doi:10.5951/mathteacmiddscho.21.6.0364

Cited by 3 publications

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“…For an elaborate discussion on the use of the arithmetic mean and a review of the literature on the mean, we refer readers to the original article [8]. A possible strategy for estimating the arithmetic mean from a histogram is that students search for the balancing point of the graph [10,11], a strategy not familiar to these students. Although computational strategies are also possible, most students used a visual search strategy for finding this mean.…”

Section: Students' Gaze Patterns On Statistical Graph Tasksmentioning

confidence: 99%

Reflections on gaze data in statistics education

Boels

2023

Teaching Statistics

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Gaze data are still uncommon in statistics education despite their promise. Gaze data provide teachers and researchers with a new window into complex cognitive processes. This article discusses how gaze data can inform and be used by teachers both for their own teaching practice and with students. With our own eye-tracking research as an example, background information on eyetracking and possible applications of eye-tracking in statistics education is provided. Teachers indicated that our eye-tracking research created awareness of the difficulties students have when interpreting histograms. Gaze data showed details of students' strategies that neither teachers nor students were aware of. With this discussion paper, we hope to contribute to the future usage and implementation of gaze data in statistics education by teachers, researchers, educational and textbook designers, and students.

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Section: Students' Gaze Patterns On Statistical Graph Tasksmentioning

confidence: 99%

Reflections on gaze data in statistics education

Boels

2023

Teaching Statistics

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Prospective Mathematics Teachers’ Professional Noticing of Students’ Reasoning about Mean and Variability

Shin

2020

Can. J. Sci. Math. Techn. Educ.

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Exploring the knowledge of algebra for teaching.

Watkins¹

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who instilled in me a love of learning and encouraged me to follow my dreams. iv ACKNOWLEDGMENTS There are a number of people who deserve special recognition for helping me throughout my doctoral studies and dissertation journey. First and foremost, I would like to thank Drs. Susan Peters and Jill Adelson for serving as my dissertation co-chairs and for being great teachers, mentors, and friends. Sue, I will never forget all that you have done for me. Thank you for giving me the opportunity to serve as your first graduate research assistant, allowing me to attend and present at several national conferences with you, providing me guidance throughout my program, and spending countless hours reading and revising my work. In short, thank you for believing and investing in me. Jill, you have also been such an important mentor in my life. Thank you for expanding my knowledge of advanced statistical methods (including SEM and HLM), allowing me to serve as one of your teaching assistants, and providing valuable feedback related to my statistical methods and analyses on my dissertation study and other research projects. I look forward to our future collaborations.

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A Fair and Balanced Approach to the Mean

Abstract: A sequence of five activities, progressing from concrete to abstract, can help students develop deep understandings of the mean.

Cited by 3 publications

References 0 publications

Reflections on gaze data in statistics education

Reflections on gaze data in statistics education

Prospective Mathematics Teachers’ Professional Noticing of Students’ Reasoning about Mean and Variability

Exploring the knowledge of algebra for teaching.

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