This paper is from Session 3C: The impact of technology on learning to teach statistics

which comes under Topic 3: Learning to teach statistics

Other papers under session 3C ... 3C1: A model for teacher knowledge as a basis for online courses for... 3C2: Students’ understanding and reasoning about sample size and the law... 3C3: An attempt to reconcile teaching content, pedagogy, and software in...

(Wednesday 14th, 11:00-13:00)

High school teachers’ reasoning about data analysis in a dynamics statistical environment

Presenter

• Santiago Inzunsa (Autonomous University of Sinaloa, Mexico)

Co-author

• José Alfredo Juárez (Autonomous University of Sinaloa, Mexico)

Abstract

In this article results of a study about statistical reasoning that high school teachers develop in a computer environment are presented. The results indicate that despite the abundance of representations provided by the software, teachers focus on the calculation of averages to describe and compare distributions, rather than on the important properties of data such as variability, shape and outliers. Many teachers were able to build interesting graphs reflecting important properties of the data, but cannot use them to support data analysis. Hence, it is necessary to extend the teachers’ understanding on data analysis so they can take advantage of the cognitive potential that computer tools to offer.

Other papers under session 3C ... 3C1: A model for teacher knowledge as a basis for online courses for... 3C2: Students’ understanding and reasoning about sample size and the law... 3C3: An attempt to reconcile teaching content, pedagogy, and software in...