Looking Back Over Their Shoulders: A Qualitative Analysis of Portuguese Teachers’ Attitudes Towards Statistics

Martins, José Alexandre; Morais, Eva; Estrada, Assumpta

doi:10.52041/serj.v11i2.327

Cited by 15 publications

(4 citation statements)

References 12 publications

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“…Despite the fact that there is a clear tendency to declare positive attitudes towards the content and its teaching, we are concerned that content knowledge about probability is still insufficient for these prospective teachers (Ruz, Molina-Portillo, Contreras, in press). Therefore, an interesting projection would be to deepen the reasons why they have such a positive attitude towards probability and its teaching, even when their content knowledge is poor, as it was analyzed by Martins et al (2012) with Portuguese teachers.…”

Section: Discussionmentioning

confidence: 99%

Attitudes towards Probability and its Teaching in prospective mathematics teachers from Chile and Spain

Ruz¹,

Molina‐Portillo²,

Vásquez³

et al. 2020

Acta Sci.

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Background: Promoting a positive attitude towards teaching statistics and probability has become a shared challenge for teachers' training today. Objectives: In this study we examined validity and reliability of Attitudes' Scale towards Probability and its Teaching (ASPT) given by Estrada, Batanero, and Díaz. Design: Following a quantitative methodology. Setting and Participants: The attitudes of a purposive sample of 126 prospective Chilean and Spanish mathematics teachers were analysed using ASPT scale. Data collection and analysis: through an Exploratory Factor Analysis. Results: they were organized into two parts. While the first part focused on the psychometric characteristics of the scale, the second one emphasised on specific attitudes of the sample. Conclusions: The findings revealed a positive attitude towards the scale. It was viewed ASPT to be an instrument with good characteristics to explore attitudinal aspects of teachers.

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Section: Discussionmentioning

confidence: 99%

Attitudes towards Probability and its Teaching in prospective mathematics teachers from Chile and Spain

Ruz¹,

Molina‐Portillo²,

Vásquez³

et al. 2020

Acta Sci.

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show abstract

“…Thus, for example, investigations carried out with teachers in training for the elementary education level have shown that only 18.5% of the participants could conceive the representativeness of a sample in probabilistic terms (Groth and Bergner, 2005). Moreover, studies have shown that preservice and in-service teachers have insufficient knowledge of probability (Martins et al, 2012;Ruz et al, 2020Ruz et al, , 2021.…”

Section: Discussionmentioning

confidence: 99%

Attitudes Towards Statistics and Statistical Reasoning of Teachers in Training

et al. 2022

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Background: Knowing the attitudes towards statistics and the statistical reasoning of teachers in training has been a topic of interest in research in statistical education because they reveal affective and cognitive characteristics that are part of the teaching and learning process of statistics. Objectives: To describe attitudes towards statistics and statistical reasoning about descriptive measures and probability of prospective primary education teachers within the framework of a course of their curriculum. Design: Case study with quantitative data and analysis. Instruments and participants: The Survey of Attitudes Towards Statistics (SATS) and the Statistical Reasoning Assessment (SRA) were applied at the beginning and end of the course. The sample consisted of 18 prospective teachers of a program of primary education of an official university of Colombia. Data collection and analysis: For the total scores in the two SATS and SRA applications, we obtained descriptive measurements, performed bivariate analyses, and applied non-parametric methods such as the Wilcoxon test. Results: We found a statistical differences in attitudes towards statistics between the pre-test and post-test. No statistical differences were found between the statistical reasoning scores. Conclusions: The prospective teachers presented a positive assessment of the usefulness of statistics and the role of statistics in the sociocultural environment and showed erroneous reasoning, mainly about probability.

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“…Table 3. Statistics for each country for items from the EAEE scale Free translation by Martins et al (2012). (*) Negative items.…”

Section: A Comparison Of Attitudes To Statistics Between Countriesmentioning

confidence: 99%

Primary School Teachers’ Attitudes to Statistics: A Transcultural Focus

Martins¹,

Carvalho²

2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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Different instruments analyze university students’ and pre-service teachers’ attitudes towards statistics, but few studies investigate in-service teachers’ attitudes. The attitude scale towards statistics (Estrada, 2002) has been used in some countries with in-service teachers and has presented good psychometric values. This study carried out a comparative analysis of global and by-items results of this attitudes scale applied to primary school teachers in Peru, Spain, Portugal, and Brazil derived from prior research. Results suggest that the scale is adequate for the context of Latin America, and differences in the attitudes among the countries were found. These differences are analyzed considering the formative and curricular context of each country. Following this, recommendations are made for the continuous training of teachers.

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Looking Back Over Their Shoulders: A Qualitative Analysis of Portuguese Teachers’ Attitudes Towards Statistics

Cited by 15 publications

References 12 publications

Attitudes towards Probability and its Teaching in prospective mathematics teachers from Chile and Spain

Attitudes towards Probability and its Teaching in prospective mathematics teachers from Chile and Spain

Attitudes Towards Statistics and Statistical Reasoning of Teachers in Training

Primary School Teachers’ Attitudes to Statistics: A Transcultural Focus

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