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Selasa, 08 November 2016

Developing Students’ Statistical Reasoning

Developing Students’ Statistical Reasoning
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By:"Joan Garfield","Dani Ben-Zvi"
"Education"
Published on 2008-09-08 by Springer Science & Business Media

Voorburg, The Netherlands: International \u003cb\u003eStatistical\u003c/b\u003e Institute. Retrieved \u003cbr\u003e\nSeptember 28, 2007, from http://www.stat.auckland.ac.nz/∼iase/publications/1/\u003cbr\u003e\n10 08le.\u003cb\u003epdf\u003c/b\u003e Lee, T. J. (2005). Fool me twice, shame on me. Mathematics Teacher, \u003cbr\u003e\n98(8), ...

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Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students’ learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book’s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: \

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