The Teaching and Learning of Statistics by Dani Ben-Zvi & Katie Makar

Author:Dani Ben-Zvi & Katie Makar
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

These examples imply that without interruption students’ understanding of statistics as a variable was minimal or nonexistent.

21.5.4 Mathematically Strong Students Experienced Special Kinds of Struggles in Learning Statistics

One of the research questions was to identify how students with a strong mathematical background develop symbolic reasoning in statistics. Thus, we designed three items (4, 8, and 11) in the survey to evaluate students’ reasoning level of mathematical concepts. Some participants showed strength on the algebraic and probabilistic reasoning that underlies statistical formulas. This strength was first detected via the survey and was confirmed during the interview process. For example, with the three items in the survey, while the average achievement rate of all eight participants for those three items was 61 %, Ian had 100 % and Jen 89 %. Especially, Ian proved to have a firm understanding of the concepts focused on in the three items during the interview. For example, item 8.a in the survey asked: In a university, 75 % of the students are male and 25 % are female. 5 % of the male students and 15 % of female own a car. For each statement, determine whether it is true?

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