Preservice Secondary Mathematics Teachers' Statistical Literacy in Understanding of Sample

Tak, Byungjoo; Ku, Nayoung; young, kang hyun; Lee, Kyeong-Hwa

doi:10.7468/mathedu.2017.56.1.19

Cited by 2 publications

(3 citation statements)

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“…Its main characteristics are the introduction of project-based learning and the use of statistical computer programs. Several studies [10,11,27,36] indicate that statistics classes, which were common in Korean mathematics classrooms in the past, mostly focused on deductive statistical formulas and their application. This educational approach not only made students lose interest in statistics but also led them to lack statistical knowledge [7,32].…”

Section: Discussionmentioning

confidence: 99%

“…For example, they had misconceptions about sample, sampling, and sampling distribution. Particularly, teachers were not aware that a small sample size has more variability than a large sample size [23,27]. Further, when determining a sample's degree of representativeness, they often erroneously drew on the sample size rather than the sampling procedure [28][29][30].…”

Section: Statistical Knowledge and Statistical Thinkingmentioning

confidence: 99%

“…Unfortunately, because statistical education has focused on statistical knowledge rather than on statistical thinking, it is unrealistic to expect that teachers would have sufficient statistical thinking abilities [27,36]. In fact, teachers had difficulty performing at an expected level of such an ability [37][38][39][40].…”

Section: Statistical Knowledge and Statistical Thinkingmentioning

confidence: 99%

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Enhancing Preservice Teachers’ Key Competencies for Promoting Sustainability in a University Statistics Course

et al. 2020

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In this rapidly changing world, universities have an increased responsibility to prepare professionals for a sustainable future, and teacher education is not an exception to this. In this study, we observed a group of preservice teachers engaging in a statistical investigation project. Specifically, we examined their degree of statistical knowledge; how effective the project was in enhancing their statistical knowledge and thinking; and how they participated in the project to make and share data-driven decisions. To this end, both qualitative and quantitative investigations were used. With the help of pre- and posttests, we found that the degree of knowledge differed between self-perceived and measured knowledge. Moreover, the results demonstrated the project’s effectiveness in enhancing the participating teachers’ statistical knowledge and thinking, specifically estimating the population mean and its interpretation. In making and sharing their decisions, the participating teachers applied multiple key competencies, crucial for promoting sustainability. Thus, the statistical investigation project was effective for enhancing preservice teachers’ statistical knowledge, thinking skills, and ability to promote sustainability.

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