Adjusted Pedagogy for Teaching Statistics

Abstract

Abstract

Assessment of teaching practices on mathematics for students in Qatar

“…The ability to apply both multivariate and univariate approaches, as well as to effectively use statistical concepts such as multilevel linear regression, random coefficient models, among others, is paramount for the effective analyses of data (Hedeker & Gibbons, 2006;Snorrason, 2012). Teaching this content, however, is challenging and teaching the next generation requires suitable teaching practices to motivate and better support learners (Howley, 2008;Stojanovski, 2015a). However, the attitudes of students towards statistics subjects can be negative as students can lack engagement with statistics (Howley, 2008;Howley, 2009;Stojanovski, 2015b).…”

Is Content or Interest and Enthusiasm of Mathematics Teachers more important?

“…There is abundant access to technology today, implying a greater number of people who are technologically advanced [3]. Students of today, compared to students from two decades ago, for example, are much more technology savvy and more likely to engage with social media [4]. Given today's more digitised world whereby communication is often in terms of words, images, videos and multi-media, these forms of communication are also becoming drivers in learning [5].…”

“…Due to the different types of students being taught today, both in the classrooms of secondary schools and tertiary institutions, it has been proposed that teaching pedagogies that form the basis of teaching practices used for mathematics and statistics subjects should also be adjusted to more effectively teach the new age student [4]. It seems reasonable then that teaching strategies also adapt to the changing type of student.…”