Prospective elementary and secondary school mathematics teachers’ statistical reasoning
This study investigated prospective elementary (PEMTs) and secondary (PSMTs) school mathematics teachers’ statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003) test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolit...
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doaj-89be2f964dfe4e0da7a6ca28383dd5ee2020-11-25T03:48:13ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982015-03-0172107124Prospective elementary and secondary school mathematics teachers’ statistical reasoningRabia Karatoprak0Gülseren Karagöz Akar1Bengü Börkan2University of IowaBoğaziçi UniversityBoğaziçi UniversityThis study investigated prospective elementary (PEMTs) and secondary (PSMTs) school mathematics teachers’ statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003) test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolitan city of Turkey. Results showed that both groups were equally successful in understanding independence, and understanding importance of large samples. However, results from selecting appropriate measures of center together with the misconceptions assessing the same subscales showed that both groups selected mode rather than mean as an appropriate average. This suggested their lack of attention to the categorical and interval/ratio variables while examining data. Similarly, both groups were successful in interpreting and computing probability; however, they had equiprobability bias, law of small numbers and representativeness misconceptions. The results imply a change in some questions in the Statistical Reasoning Assessment test and that teacher training programs should include statistics courses focusing on studying characteristics of samples.https://iejee.com/index.php/IEJEE/article/view/69/67Statistical reasoningProspective teachersStatistics educationSRA |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Rabia Karatoprak Gülseren Karagöz Akar Bengü Börkan |
spellingShingle |
Rabia Karatoprak Gülseren Karagöz Akar Bengü Börkan Prospective elementary and secondary school mathematics teachers’ statistical reasoning International Electronic Journal of Elementary Education Statistical reasoning Prospective teachers Statistics education SRA |
author_facet |
Rabia Karatoprak Gülseren Karagöz Akar Bengü Börkan |
author_sort |
Rabia Karatoprak |
title |
Prospective elementary and secondary school mathematics teachers’ statistical reasoning |
title_short |
Prospective elementary and secondary school mathematics teachers’ statistical reasoning |
title_full |
Prospective elementary and secondary school mathematics teachers’ statistical reasoning |
title_fullStr |
Prospective elementary and secondary school mathematics teachers’ statistical reasoning |
title_full_unstemmed |
Prospective elementary and secondary school mathematics teachers’ statistical reasoning |
title_sort |
prospective elementary and secondary school mathematics teachers’ statistical reasoning |
publisher |
Kura Publishing |
series |
International Electronic Journal of Elementary Education |
issn |
1307-9298 1307-9298 |
publishDate |
2015-03-01 |
description |
This study investigated prospective elementary (PEMTs) and secondary (PSMTs) school mathematics teachers’ statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003) test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolitan city of Turkey. Results showed that both groups were equally successful in understanding independence, and understanding importance of large samples. However, results from selecting appropriate measures of center together with the misconceptions assessing the same subscales showed that both groups selected mode rather than mean as an appropriate average. This suggested their lack of attention to the categorical and interval/ratio variables while examining data. Similarly, both groups were successful in interpreting and computing probability; however, they had equiprobability bias, law of small numbers and representativeness misconceptions. The results imply a change in some questions in the Statistical Reasoning Assessment test and that teacher training programs should include statistics courses focusing on studying characteristics of samples. |
topic |
Statistical reasoning Prospective teachers Statistics education SRA |
url |
https://iejee.com/index.php/IEJEE/article/view/69/67 |
work_keys_str_mv |
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