Other affiliations: Oberlin College
Bio: Andrew Zieffler is an academic researcher from University of Minnesota. The author has contributed to research in topics: Statistics education & Statistical thinking. The author has an hindex of 13, co-authored 51 publications receiving 1141 citations. Previous affiliations of Andrew Zieffler include Oberlin College.
23 Sep 2008
TL;DR: This book discusses the role of Collaboration in Improving Statistics Education: In Learning, in Teaching, and in Research, and how to Reason about Statistical Inference.
Abstract: Foreword Roxy Peck Preface Joan Garfield and Dani Ben-Zvi Part I. The Foundations of Statistics Education Chapter 1 The Discipline of Statistics Education Chapter 2 The Research on Teaching and Learning Statistics Chapter 3 Creating a Statistical Reasoning Learning Environment Chapter 4 Assessment in Statistics Education Chapter 5 Using Technology to Improve Student Learning of Statistics Part II. From Research to Practice: Developing the Big Ideas of Statistics Introduction to Part II Connecting Research to Teaching Practice Chapter 6 Learning to Reason about Data Chapter 7 Learning to Reason about Statistical Models and Modeling Chapter 8 Learning to Reason about Distribution Chapter 9 Learning to Reason about Center Chapter 10 Learning to Reason about Variability Chapter 11 Learning to Reason about Comparing Groups Chapter 12 Learning to Reason about Samples and Sampling Distributions Chapter 13 Learning to Reason about Statistical Inference Chapter 14 Learning to Reason about Covariation Part III. Implementing Change through Collaboration Introduction to Part III The Role of Collaboration in Improving Statistics Education: In Learning, in Teaching, and in Research Chapter 15 Collaboration in the Statistics Classroom Chapter 16 Collaboration in Teaching and Research ReferencesResources Tables of Activities Author Index Subject Index
TL;DR: A working definition of informal inferential reasoning based on an analysis of the key aspects of statistical inference, on research from educational psychology, science education, and mathematics education is presented and suggestions are made for the types of tasks that can be used to study the nature and development of informalinferential reasoning.
Abstract: Informal inferential reasoning is a relatively recent concept in the research literature. Several research studies have defined this type of cognitive process in slightly different ways. In this paper, a working definition of informal inferential reasoning based on an analysis of the key aspects of statistical inference, and on research from educational psychology, science education, and mathematics education is presented. Based on the literature reviewed and the working definition, suggestions are made for the types of tasks that can be used to study the nature and development of informal inferential reasoning. Suggestions for future research are offered along with implications for teaching.
TL;DR: In this article, the first studies on the teaching and learning of statistics appeared in the research literature, the scholarship in this area has grown dramatically, and given the diversity of disciplines, meth...
Abstract: Since the first studies on the teaching and learning of statistics appeared in the research literature, the scholarship in this area has grown dramatically. Given the diversity of disciplines, meth...
TL;DR: Results from a 3-month teaching experiment suggest that a course focused on modeling and simulation through randomization and resampling methods in which students learn to think using a powerful and conceptual modeling tool can foster ways of thinking statistically.
Abstract: While models are an important concept in statistics, few introductory statistics courses at the tertiary level put models at the core of the curriculum. This paper reports on a radically different approach to teaching statistics at the tertiary level, one that uses models and simulation as the organizing theme of the course. The focus on modeling and simulation—along with inference—was facilitated by having students use TinkerPlots™ software for all modeling and analysis. Results from a 3-month teaching experiment suggest that a course focused on modeling and simulation through randomization and resampling methods in which students learn to think using a powerful and conceptual modeling tool can foster ways of thinking statistically. Furthermore, such an approach seems to help students develop experiences with and appreciation for the science and practice of statistics.
TL;DR: In this article, the authors report on an instrument designed to assess the practices and beliefs of instructors of introductory statistics courses across the disciplines, which is based on a grant from the National Science Foundation.
Abstract: This paper reports on an instrument designed to assess the practices and beliefs of instructors of introductory statistics courses across the disciplines. Funded by a grant from the National Scienc...
TL;DR: The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning and supports active learning as the preferred, empirically validated teaching practice in regular classrooms.
Abstract: creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.
01 Jan 2006
TL;DR: For example, Standardi pružaju okvir koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima.
Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.
01 Jan 2002
TL;DR: The National Council of Teachers of Mathematics (NCTM) as mentioned in this paper proposed a framework for the evaluation of the performance of teachers of mathematics in South Korea, which is based on the concept of a teacher-student relationship.
Abstract: 미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.
01 Jan 2006
TL;DR: In this article, the authors offer suggestions related to helping a student deal with bullying in schools, as well as creating an environment where that individual can easily return to the school community.
Abstract: This section offers suggestions related to helping a student deal with bullying in schools, as well as creating an environment where that individual can easily return to the school community. It also mentions the significance of the method 'Shared Responsibility' in dealing with the situation.