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Filled with practical learning activities to adopt within your
classroom, The Learning and Teaching of Statistics and Probability
places reasoning about quantities and quantification at the core of
learning and teaching statistics. A companion web site to this book
is also available at
https://neilhatfield.github.io/IMPACT_Statistics/, allowing readers
to access directory of resources--data collections and web-based
applets--used in some of the instructional activities featured
within this book. Through its presentation of conceptual analyses
and resources for teaching with statistical data, the book’s five
chapters establish key concepts and foundational ideas in
statistics and probability, emphasising the development of learner
understanding and coherence, for example: Individual cases and
their attributes Data collections, sub-collections, and relevant
operations to quantify their attributes Samples, population, and
quantifying variation Types of processes, meanings of randomness
and probability as a measure of stochastic tendency Sampling
distributions and statistical inference This highly informative yet
practical book is an indispensable resource for teachers of
secondary school mathematics, mathematics subject leads, and
mathematics and statistics educators within the wider field of
education.
This volume brings together recent research and commentary in
secondary school mathematics from a breadth of contemporary
Canadian and International researchers and educators. It is both
representative of mathematics education generally, as well as
unique to the particular geography and culture of Canada. The
chapters address topics of broad applicability such as technology
in learning mathematics, recent interest in social justice contexts
in the learning of mathematics, as well as Indigenous education.
The voices of classroom practitioners, the group ultimately
responsible for implementing this new vision of mathematics
teaching and learning, are not forgotten. Each section includes a
chapter written by a classroom teacher, making this volume unique
in its approach. We have much to learn from one another, and this
volume takes the stance that the development of a united vision,
supported by both research and professional dialog, provides the
first step.
This book presents a collection of selected papers that represent
the current variety of research on the teaching and learning of
probability. The respective chapters address a diverse range of
theoretical, empirical and practical aspects underpinning the
teaching and learning of probability, curricular issues,
probabilistic reasoning, misconceptions and biases, as well as
their pedagogical implications. These chapters are divided into
THREE main sections, dealing with: TEACHING PROBABILITY, STUDENTS'
REASONING AND LEARNING AND EDUCATION OF TEACHERS. In brief, the
papers presented here include research dealing with teachers and
students at different levels and ages (from primary school to
university) and address epistemological and curricular analysis, as
well as the role of technology, simulations, language and
visualisation in teaching and learning probability. As such, it
offers essential information for teachers, researchers and
curricular designers alike.
Filled with practical learning activities to adopt within your
classroom, The Learning and Teaching of Statistics and Probability
places reasoning about quantities and quantification at the core of
learning and teaching statistics. A companion web site to this book
is also available at
https://neilhatfield.github.io/IMPACT_Statistics/, allowing readers
to access directory of resources--data collections and web-based
applets--used in some of the instructional activities featured
within this book. Through its presentation of conceptual analyses
and resources for teaching with statistical data, the book’s five
chapters establish key concepts and foundational ideas in
statistics and probability, emphasising the development of learner
understanding and coherence, for example: Individual cases and
their attributes Data collections, sub-collections, and relevant
operations to quantify their attributes Samples, population, and
quantifying variation Types of processes, meanings of randomness
and probability as a measure of stochastic tendency Sampling
distributions and statistical inference This highly informative yet
practical book is an indispensable resource for teachers of
secondary school mathematics, mathematics subject leads, and
mathematics and statistics educators within the wider field of
education.
A volume in The Montana Mathematics Enthusiast: Monograph Series in
Mathematics Education The teaching and learning of mathematics in
British Columbia has a long and storied history. An integral part
of the past 50 years (1962-2012) of this history has been Vector:
Journal of the British Columbia Association of Mathematics
Teachers. This volume, which presents ten memorable articles from
each of the past five decades, that is, 50 articles from the past
50 years of the journal, provides an opportunity to share this rich
history with a wide range of individuals interested in the teaching
and learning of mathematics and mathematics education. Each decade
begins with an introduction, providing a historical context, and
concludes with a commentary from a prominent member of the British
Columbia mathematics education community. As a result, this
monograph provides a historical ac-count as well as a contemporary
view of many of the trends and issues in the teaching and learning
of mathematics. This volume is meant to serve as a re-source for a
variety of individuals including: teachers of mathematics,
mathematics teacher educators, mathematics education researchers,
historians, and undergraduate and graduate students. Most
importantly, this volume is a celebratory retrospective on the work
of the British Columbia Association of Mathe-matics Teachers.
A volume in the series The Montana Mathematics Enthusiast:
Monograph Series in Mathematics Education. Series Editor: Bharath
Sriraman, The University of Montana The teaching and learning of
mathematics in Alberta - one of three Canadian provinces sharing a
border with Montana - has a long and storied history. An integral
part of the past 50 years (1962- 2012) of this history has been
delta-K: Journal of the Mathematics Council of the Alberta
Teachers' Association. This volume, which presents ten memorable
articles from each of the past five decades, that is, 50 articles
from the past 50 years of the journal, provides an opportunity to
share this rich history with a wide range of individuals interested
in the teaching and learning of mathematics and mathematics
education. Each decade begins with an introduction, providing a
historical context, and concludes with a commentary from a
prominent member of the Alberta mathematics education community. As
a result, this monograph provides a historical account as well as a
contemporary view of many of the trends and issues in the teaching
and learning of mathematics. This volume is meant to serve as a
resource for a variety of individuals, including teachers of
mathematics, mathematics teacher educators, mathematics education
researchers, historians, and undergraduate and graduate students.
Most importantly, this volume is a celebratory retrospective on the
work of the Mathematics Council of the Alberta Teachers'
Association.
The teaching and learning of mathematics in Saskatchewan-one of
three Canadian provinces sharing a border with Montana-has a long
and storied history. An integral part of the past 50 years
(1961-2011) of history has been vinculum: Journal of the
Saskatchewan Mathematics Teachers' Society (in its many different
renditions). This monograph, which presents ten memorable articles
from each of the past five decades (i.e., 50 articles from the past
50 years of the journal), provides an opportunity to share this
rich history with a wide range of individuals interested in the
teaching and learning of mathematics and mathematics education.
Each decade begins with an introduction, providing a historical
context, and concludes with a decade-specific commentary by a
prominent member of the Saskatchewan mathematics education
community. As a result, this monograph provides a historical
account as well as a contemporary view of many of the trends and
issues (e.g., curriculum, technology) in the teaching and learning
of mathematics. This book is meant to serve as a resource for a
variety of individuals, including teachers of mathematics,
mathematics teacher educators, mathematics education researchers,
historians, and undergraduate and graduate students and, further,
as a celebratory retrospective on the work of the Saskatchewan
Mathematics Teachers' Society.
This book presents a collection of selected papers that represent
the current variety of research on the teaching and learning of
probability. The respective chapters address a diverse range of
theoretical, empirical and practical aspects underpinning the
teaching and learning of probability, curricular issues,
probabilistic reasoning, misconceptions and biases, as well as
their pedagogical implications. These chapters are divided into
THREE main sections, dealing with: TEACHING PROBABILITY, STUDENTS'
REASONING AND LEARNING AND EDUCATION OF TEACHERS. In brief, the
papers presented here include research dealing with teachers and
students at different levels and ages (from primary school to
university) and address epistemological and curricular analysis, as
well as the role of technology, simulations, language and
visualisation in teaching and learning probability. As such, it
offers essential information for teachers, researchers and
curricular designers alike.
This volume brings together recent research and commentary in
secondary school mathematics from a breadth of contemporary
Canadian and International researchers and educators. It is both
representative of mathematics education generally, as well as
unique to the particular geography and culture of Canada. The
chapters address topics of broad applicability such as technology
in learning mathematics, recent interest in social justice contexts
in the learning of mathematics, as well as Indigenous education.
The voices of classroom practitioners, the group ultimately
responsible for implementing this new vision of mathematics
teaching and learning, are not forgotten. Each section includes a
chapter written by a classroom teacher, making this volume unique
in its approach. We have much to learn from one another, and this
volume takes the stance that the development of a united vision,
supported by both research and professional dialog, provides the
first step.
This book summarizes the vast amount of research related to
teaching and learning probability that has been conducted for more
than 50 years in a variety of disciplines. It begins with a
synthesis of the most important probability interpretations
throughout history: intuitive, classical, frequentist, subjective,
logical propensity and axiomatic views. It discusses their possible
applications, philosophical problems, as well as their potential
and the level of interest they enjoy at different educational
levels. Next, the book describes the main features of probabilistic
thinking and reasoning, including the contrast to classical logic,
probability language features, the role of intuitions, as well as
paradoxes and the relevance of modeling. It presents an analysis of
the differences between conditioning and causation, the variability
expression in data as a sum of random and causal variations, as
well as those of probabilistic versus statistical thinking. This is
followed by an analysis of probability's role and main presence in
school curricula and an outline of the central expectations in
recent curricular guidelines at the primary, secondary and high
school level in several countries. This book classifies and
discusses in detail the three different research periods on
students' and people's intuitions and difficulties concerning
probability: early research focused on cognitive development, a
period of heuristics and biases programs, and the current period
marked by a multitude of foci, approaches and theoretical
frameworks.
The teaching and learning of mathematics in Saskatchewan-one of
three Canadian provinces sharing a border with Montana-has a long
and storied history. An integral part of the past 50 years
(1961-2011) of history has been vinculum: Journal of the
Saskatchewan Mathematics Teachers' Society (in its many different
renditions). This monograph, which presents ten memorable articles
from each of the past five decades (i.e., 50 articles from the past
50 years of the journal), provides an opportunity to share this
rich history with a wide range of individuals interested in the
teaching and learning of mathematics and mathematics education.
Each decade begins with an introduction, providing a historical
context, and concludes with a decade-specific commentary by a
prominent member of the Saskatchewan mathematics education
community. As a result, this monograph provides a historical
account as well as a contemporary view of many of the trends and
issues (e.g., curriculum, technology) in the teaching and learning
of mathematics. This book is meant to serve as a resource for a
variety of individuals, including teachers of mathematics,
mathematics teacher educators, mathematics education researchers,
historians, and undergraduate and graduate students and, further,
as a celebratory retrospective on the work of the Saskatchewan
Mathematics Teachers' Society.
A volume in The Montana Mathematics Enthusiast: Monograph Series in
Mathematics Education The teaching and learning of mathematics in
British Columbia has a long and storied history. An integral part
of the past 50 years (1962-2012) of this history has been Vector:
Journal of the British Columbia Association of Mathematics
Teachers. This volume, which presents ten memorable articles from
each of the past five decades, that is, 50 articles from the past
50 years of the journal, provides an opportunity to share this rich
history with a wide range of individuals interested in the teaching
and learning of mathematics and mathematics education. Each decade
begins with an introduction, providing a historical context, and
concludes with a commentary from a prominent member of the British
Columbia mathematics education community. As a result, this
monograph provides a historical ac-count as well as a contemporary
view of many of the trends and issues in the teaching and learning
of mathematics. This volume is meant to serve as a re-source for a
variety of individuals including: teachers of mathematics,
mathematics teacher educators, mathematics education researchers,
historians, and undergraduate and graduate students. Most
importantly, this volume is a celebratory retrospective on the work
of the British Columbia Association of Mathe-matics Teachers.
A volume in the series The Montana Mathematics Enthusiast:
Monograph Series in Mathematics Education. Series Editor: Bharath
Sriraman, The University of Montana The teaching and learning of
mathematics in Alberta - one of three Canadian provinces sharing a
border with Montana - has a long and storied history. An integral
part of the past 50 years (1962- 2012) of this history has been
delta-K: Journal of the Mathematics Council of the Alberta
Teachers' Association. This volume, which presents ten memorable
articles from each of the past five decades, that is, 50 articles
from the past 50 years of the journal, provides an opportunity to
share this rich history with a wide range of individuals interested
in the teaching and learning of mathematics and mathematics
education. Each decade begins with an introduction, providing a
historical context, and concludes with a commentary from a
prominent member of the Alberta mathematics education community. As
a result, this monograph provides a historical account as well as a
contemporary view of many of the trends and issues in the teaching
and learning of mathematics. This volume is meant to serve as a
resource for a variety of individuals, including teachers of
mathematics, mathematics teacher educators, mathematics education
researchers, historians, and undergraduate and graduate students.
Most importantly, this volume is a celebratory retrospective on the
work of the Mathematics Council of the Alberta Teachers'
Association.
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