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The Role Of Sampling Variability In Developing K-8 Preservice Teachers’ Informal Inferential Reasoning, Omar Abu-Ghalyoun
The Role Of Sampling Variability In Developing K-8 Preservice Teachers’ Informal Inferential Reasoning, Omar Abu-Ghalyoun
Dissertations
Recent influential policy reports, such as the Common Core State Standards (CCSS-M, 2010) and Guidelines for Assessment and Instruction in Statistics Education Report, (GAISE, 2007), have called for dramatic changes in the statistics content included in the K-8 curriculum. In particular, students in these grades are now expected to develop Informal Inferential Reasoning (IIR) as a way of preparing them for formal concepts of inferential statistics such as confidence intervals and testing hypotheses. Ben-Zvi, Gil, & Apel, (2007) describe IIR as the cognitive activities involved in informally making statistical inferences. Over this path from informal to formal inference, many important …
Secondary Mathematics Teachers’ Attitudes And Beliefs Toward Statistics: Developing An Initial Profile, Christina M. Zumbrun
Secondary Mathematics Teachers’ Attitudes And Beliefs Toward Statistics: Developing An Initial Profile, Christina M. Zumbrun
Dissertations
Over the last several decades, mathematics education researchers have given increased attention to students’ and teachers’ attitudes and beliefs toward mathematics and statistics, but no work has been done that examines practicing secondary mathematics teachers’ (SMTs’) attitudes and beliefs towards statistics in light of the GAISE framework and the Common Core State Standards for Mathematics (CCSSM). This study begins to address this gap in the research by creating the Teacher Attitude and Beliefs toward Statistics Survey (TABSS), a synthesis of items taken from the Survey of Attitudes Toward Statistics (Schau, 2003), the Statistics Course Attitude Scale and newly developed items …