Relevant bibliographies by topics / School: School of Mathematics and Statistics

Academic literature on the topic 'School: School of Mathematics and Statistics'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Mathematics and Statistics"

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Voit, Wolfgang, and Arne C. Bathke. "Statistics and Probability at Secondary Schools in the Federal State of Salzburg: An Empirical Study." Austrian Journal of Statistics 44, no. 1 (December 11, 2014): 17–24. http://dx.doi.org/10.17713/ajs.v44i1.12.

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Knowledge about the practical use of statistics and probability in today's mathematics instruction at secondary schools is vital in order to improve the academic education for future teachers. We have conducted an empirical study among school teachers to inform towards improved mathematics instruction and teacher preparation. The study provides a snapshot into the daily practice of instruction at school. Centered around the four following questions, the status of statistics and probability was examined. Where did the current mathematics teachers study? What relevance do statistics and probability have in school? Which contents are actually taught in class? What kind of continuing education would be desirable for teachers? The study population consisted of all teachers of mathematics at secondary schools in the federal state of Salzburg.
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DAĞDELEN, Merve, and Avni YILDIZ. "The Relationship between the Secondary School Students’ Mathematics Anxiety and Mathematical Literacy Self-Efficacy." Journal of Computer and Education Research 10, no. 20 (December 21, 2022): 636–55. http://dx.doi.org/10.18009/jcer.1165625.

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The research aims to determine the difference between secondary school students’ mathematics anxiety with mathematics literacy self-efficacy level and study these connections. The relational screening model in the research population comprises 32 secondary schools in the 2020-2021 academic years in Esenyurt province, Istanbul. Research samplings comprise 1682 students that are chosen with the stratified sampling method from nine different secondary schools in Esenyurt province. Data was gathered by the ‘’Secondary School Mathematics Literacy Self-Efficiency Scale’’ and ‘‘Mathematics Anxiety-Apprehension Survey’’. For data analysis, descriptive statistics, Sperman Correlation Analysis and statistical techniques are used. As a result of the analysis, secondary school students’ mathematics anxiety is higher than average, and their mathematics literacy self-efficacy is also significantly higher. After the examination of the relationship between the scales, it was determined that there is a positive relationship between mathematics anxiety and mathematics literacy self-efficacy.
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Williamson, Alan G. "SMP Statistics, Student's Book, School Mathematics Project." Mathematical Gazette 82, no. 495 (November 1998): 523. http://dx.doi.org/10.2307/3619918.

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Sari, Rosalia Hera Novita, and Ariyadi Wijaya. "Mathematical literacy of senior high school students in Yogyakarta." Jurnal Riset Pendidikan Matematika 4, no. 1 (May 30, 2017): 100. http://dx.doi.org/10.21831/jrpm.v4i1.10649.

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The aim of this research is to describe mathematical literacy of Senior High School students in Yogyakarta. This research was a survey using quantitative design. The population was all of Senior High School students in Yogyakarta. The sampling was a combination of stratified random sampling and cluster random sampling. The sample was 813 students the 10th grade of Senior High School. These schools include high, average and low category based on the score in the national examination of mathematics subject. The data collection was by a test. The student was tested with 13 items of mathematical literacy problems. The analysis of those data used descriptive statistics including mean, standard deviation, maximum and minimum score, total score, and also test statistics z (). The research finding reveals that mathematical literacy of Senior High School students in Yogyakarta is in a very low category. Mathematical literacy of Senior High School students for understanding indicator belong to low category and for the other indicators of process belongs to very a low category.
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Rudik, Anna. "INNOVATIVE TECHNOLOGIES OF COMPETENCE ORIENTED TRAINING OF FUTURE TEACHERS OF MATHEMATICS FOR TECHNOLOGY IN THE CONDITIONS IN PROFILE SCHOOL." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 226–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-226-229.

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In the article the substantiation of selection of innovative pedagogical technologies and application for competence-oriented preparation of future teachers of mathematics for technologicalization of educational process in the conditions of profile school is carried out. Innovative educational and information technologies are analyzed, which comprehensively contribute to the formation of professional readiness of future mathematics teachers to the technologicalization of the educational process in the profile school in the system of professional training in higher education institutions. Promising innovative pedagogical, educational and information technologies that acquire further relevance in the educational environment are identified. It is proved that the introduction of training courses for future mathematics teachers on the use of innovative educational technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments and mathematical statistics. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologize the educational process in a specialized school. The introduction of training courses for future mathematics teachers on the use of innovative educational and information technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments in specialized schools. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologicalize the educational process in a specialized school.
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Hayden, Robert W., and Farid Kianifard. "Preparing High School Mathematics Teachers to Teach Statistics." American Statistician 46, no. 4 (November 1992): 290. http://dx.doi.org/10.2307/2685316.

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Hayden, Robert W., and Farid Kianifard. "Preparing High School Mathematics Teachers to Teach Statistics." American Statistician 46, no. 4 (November 1992): 290–95. http://dx.doi.org/10.1080/00031305.1992.10475908.

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Mahwish Shehzadi, Dr. Tahira Batool, and Dr. Tahira Kalsoom. "A Comparative Study of Public and Private Secondary Schools Students on Academic Achievement, Engagement and Self-Regulation in Mathematics." sjesr 5, no. 4 (December 11, 2022): 92–98. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(92-98).

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Self-regulation is about getting ready to take challenges regarding education. Self-regulated learning removes disinterest and demotivation regarding academics. Objective of the study was to compare public and private sector secondary school students on academic achievement, mathematics’ engagement and self-regulation. The descriptive research design was used to find out difference in public and private sector secondary school students on academic achievement in mathematics, mathematics’ engagement and self-regulation in students learning. Three research instruments were used in present survey study. Students’ engagement in mathematics classroom, a questionnaire on self-regulated learning, mathematics achievement test were used to investigate the impact of self-regulated learning on students’ achievement and engagement in mathematics classroom in public and private sector secondary schools. By using proportionate random sampling technique, eighty schools were selected from the list of schools taken from internet sources.. Both descriptive (Mean Score) and inferential statistics (t-test) were employed. Findings of the study were obtained by comparing self-regulation, engagement and mathematics achievement that in private secondary school students were better than public sector secondary schools. This study might be helpful for school administrators.
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Brelias, Anastasia. "A High School Statistics Class Investigates the Death Penalty." Mathematics Teacher 108, no. 9 (May 2015): 704–8. http://dx.doi.org/10.5951/mathteacher.108.9.0704.

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Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI 2010; NCTM 2000). Proponents argue that these investigations can positively influence students' social awareness and their perceptions of the use of mathematics for understanding societal problems (Frankenstein 1997; Gutstein 2006; Skovsmose 1994). In this article, I share results from my analysis of high school students' experiences as they participated in an investigation of racial bias and the death penalty. Although this classroom investigation took place about ten years ago, the lessons from students' experiences are still relevant today.
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Yang, Kai-Lin. "AN EXPLORATORY STUDY OF TAIWANESE MATHEMATICS TEACHERS' CONCEPTIONS OF SCHOOL MATHEMATICS, SCHOOL STATISTICS, AND THEIR DIFFERENCES." International Journal of Science and Mathematics Education 12, no. 6 (February 21, 2014): 1497–518. http://dx.doi.org/10.1007/s10763-014-9519-z.

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Dissertations / Theses on the topic "School: School of Mathematics and Statistics"

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Hofbauer, Pamela S. Mooney Edward S. "Characterizing high school students' understanding of the purpose of graphical representations." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1414114601&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207664408&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Edward S. Mooney (chair), Cynthia W. Langrall, Sherry L. Meier, Norma C. Presmeg. Includes bibliographical references (leaves 112-121) and abstract. Also available in print.
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Gardner, Kimberly D. "Investigating Secondary School Students' Experience of Learning Statistics." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/30.

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Although more students are taking courses in statistics before leaving high school, the research base on teaching and learning statistics at the high school level has not accumulated as rapidly (Garfield & Chance, 2000). Very little is known about how secondary school students learn statistics, how the misconceptions they bring to the subject impede their learning, and what should be taught or assessed (Watson & Callingham, 2003). Studies that have investigated these issues tend to focus on the K-5, undergraduate, and graduate levels of education (Groth, 2003). Therefore, more research is needed at the secondary level (Garfield & Chance, 2000). The purpose of this qualitative investigation is to examine how secondary school students' approaches to learning relate to how they assign meaning to statistics. Phenomenography (Marton & Booth, 1997) is the theoretical orientation that frames the study, and it examines the role human experience plays in learning, by reporting variations in the ways participants experience a phenomenon (Dall'Alba & Hasselgreen, 1996). The research questions for the study were: 1) What are the different ways high school students define statistics? 2) What are the different ways high school students learn statistics? 3) What are the different ways students experience learning statistics? The nine participants in the study were high school graduates who completed a course in Statistics or Advanced Placement Statistics while enrolled in high school in a suburban area in the southeast. Data sources were semi-structured interviews and journaling. Using phenomenographic methodology, students' descriptions of the experience of learning were analyzed and coded. An outcome space of the collective experiences was constructed. A hierarchical relationship between students' approach to learning and their learning strategies was found. Also, a hierarchical relationship between students' approaches to learning and the meaning they assigned to statistics was found.
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Leong, Jennifer. "High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/12.

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Despite agreement among researchers about the powerful influence of attitudes and beliefs on the development of students’ mathematical knowledge base (Leder, Pehkonen, & Törner, 2002), relatively little is known about these constructs in statistics education. This study investigated the relationship between mathematics-and statistics-related attitudes and beliefs of 11 high school students in an introductory statistics course designed around a 13-week long service-learning project. Service-learning is a pedagogical approach that situates academic learning in the context of community service. The study utilized qualitative, teacher-researcher (Cochran-Smith & Lytle, 1993) methodology from an interpretivist perspective. The three primary modes of data collection were journals, narratives, and an open-ended survey (Survey of Mathematical and Statistical Affect). Observations and reflections were also recorded regularly in a researcher journal. Inquiry adhered to guidelines for trustworthiness and rigor as outlined by Lincoln and Guba (1985). Item, pattern, and structural levels of analysis were employed (LeCompte and Schensul, 1999b). Investigation into attitudes and beliefs was framed in accordance with Op t’ Eynde, De Corte, and Verschaffel’s (2002) conceptualization of the mathematics-related belief system and McLeod’s (1992) framework of the affective domain in mathematics education. Results indicate that participants’ attitudes toward mathematics and statistics tended to converge while participants’ beliefs regarding mathematics and statistics tended to diverge. Participants like mathematics and statistics that involve real-life scenarios. Participants also like mathematics and statistics that do not require complex mathematical tasks. Participants’ beliefs regarding statistics were generally more positive than beliefs regarding mathematics. Participants reported greater confidence doing statistics than mathematics and contribute this confidence, in part, to service-learning. Participants also experienced a heightened sense of social awareness and social responsibility through the service-learning project. These results provide evidence that service-learning can be utilized to solidify positive attitudes and beliefs regarding statistics among high school students, in spite of potentially less positive ones toward mathematics.
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Groth, Randall E. Langrall Cynthia Willey Mooney Edward S. "Development of a high school statistical thinking framework." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087867.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 10, 2005. Dissertation Committee: Cynthia W. Langrall, Edward S. Mooney (co-chair), Beverly J. Hartter, Sharon S. McCrone. Includes bibliographical references (leaves 199-212) and abstract. Also available in print.
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Cheung, Pak-hong. "Statistical analysis of secondary school teachers' attitudes towards mathematics." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13064873.

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Cheung, Pak-hong, and 張百康. "Statistical analysis of secondary school teachers' attitudes towards mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976517.

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Showalter, Daniel A. "Estimating the Causal Effect of High School Mathematics Coursetaking on Placement out of Postsecondary Remedial Mathematics." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395226381.

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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Successthrough Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 575 - 578, 2012. https://slub.qucosa.de/id/qucosa%3A1823.

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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Success through Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81097.

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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Pickle, Maria Consuelo (suzie) Capiral. "Statistical Content in Middle Grades Mathematics Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4203.

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Statistical Content in Middle Grades Mathematics Textbooks Maria Consuelo (Suzie) Capiral Pickle Abstract This study analyzed the treatment and scope of statistical concepts in four, widely-used, contemporary, middle grades mathematics textbook series: Glencoe Math Connects, Prentice Hall Mathematics, Connected Mathematics Project, and University of Chicago School Mathematics Project. There were three phases for the data analysis. Phase 1 addressed the location and sequence of the statistical concepts. Phase 2 focused upon an examination of the lesson narrative, its components and scope. Phase 3 analyzed the level of cognitive demand required of the students to complete the exercises, and the total number of exercises per statistical concept. These three phases taken together provided insight into students' potential opportunity to learn statistical topics found in middle grades mathematics textbooks. Results showed that concepts, such as measures of central tendency, were repeated in several grades while other topics such as circle graphs were presented earlier than the recommendations in documents such as the National Council of Teachers of Mathematics Principles and Standards (2000) and the Common Core State Standards (2010). Further results showed that most of the statistical content was found in a chapter near the end of the book that would likely not be covered should time run short. Also, each textbook had a particular lesson narrative style. Moreover, most of the statistical exercises required low level cognitive demand of the students to complete the exercises, potentially hindering the development of deep understanding of the concepts.
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Books on the topic "School: School of Mathematics and Statistics"

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Open University. Centre for Mathematics Education., ed. Statistical investigations in the secondary school. Cambridge: Cambridge University Press, 1987.

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Lappan, Glenda. Data about us: Statistics. Glenview, Ill: Prentice Hall, 2002.

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Lappan, Glenda. Data about us: Statistics. Glenview, Ill: Prentice Hall, 2002.

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Batanero, Carmen, Gail Burrill, and Chris Reading, eds. Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0.

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Shaughnessy, Michael. Focus in high school mathematics: Reasoning and sense making in statistics and probability. Reston, VA: National Council of Teachers of Mathematics, 2009.

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Shaughnessy, Michael. Focus in high school mathematics: Reasoning and sense making in statistics and probability. Reston, VA: National Council of Teachers of Mathematics, 2009.

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Shaughnessy, Michael. Focus in high school mathematics: Reasoning and sense making in statistics and probability. Reston, VA: National Council of Teachers of Mathematics, 2009.

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Hoffer, Thomas. Social background differences in high school mathematics and science coursetaking and achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Hoffer, Thomas B. Social background differences in high school mathematics and science coursetaking and achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Statistical literacy at school: Growth and goals. Mahwah, N.J: L. Erlbaum Associates, 2006.

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Book chapters on the topic "School: School of Mathematics and Statistics"

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Campos, Tânia M. M., Irene M. Cazorla, and Verônica Y. Kataoka. "Statistics School Curricula in Brazil." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 5–8. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_1.

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Opolot-Okurut, Charles, and Patrick Opyene Eluk. "Statistics School Curricula for Uganda." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 15–19. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_3.

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Gattuso, Linda, and Maria Gabriella Ottaviani. "Complementing Mathematical Thinking and Statistical Thinking in School Mathematics." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 121–32. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_15.

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Gardner, Jeff. "A Teacher’s View – Teaching a University Bound Statistics Course." In Teaching and Learning Secondary School Mathematics, 613–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_56.

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Wessels, Helena. "Statistics in the South African School Curriculum." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 21–25. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_4.

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Borovcnik, Manfred, and Ramesh Kapadia. "Modelling in Probability and Statistics." In Real-World Problems for Secondary School Mathematics Students, 1–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-543-7_1.

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Newton, Jill, Leslie Dietiker, and Aladar Horvath. "Statistics Education in the United States: Statistical Reasoning and the Statistical Process." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 9–13. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_2.

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Estrada, Assumpta, Carmen Batanero, and Stephen Lancaster. "Teachers’ Attitudes Towards Statistics." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 163–74. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_18.

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Weiland, Travis. "Critical Mathematics Education and Statistics Education: Possibilities for Transforming the School Mathematics Curriculum." In ICME-13 Monographs, 391–411. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03472-6_18.

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Froelich, Amy G. "Developing a Statistics Curriculum for Future Secondary Mathematics Teachers." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 27–31. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_5.

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Conference papers on the topic "School: School of Mathematics and Statistics"

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Opolot-Okurut, Charles, Patrick Opyene-Eluk, and Margaret Mwanamoiza. "The current teaching of statistics in schools in Uganda." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08603.

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This paper describes the current state of teaching statistics in Ugandan schools at different levels. Different emphasis is placed on teaching statistics at primary, secondary and tertiary levels. Official documents on curricula and examination make explicit statements on what statistical ideas and techniques are to be taught in schools and suggest useful skills and capabilities that school graduates should acquire, but little of the qualities are visible on the ground. There is little emphasis on the application of these techniques in the context of real life problems. Various challenges on the teaching of mathematics and statistics in schools and the school-university transition are identified, which include the curricula, the teaching force, and the nature of the students and the shortage of teaching resources. These challenges maybe addressed through synchronising students with varied mathematics school backgrounds in their study of statistics, policy adjustments and continuous professional development.
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Jurečková, Mária. "Statistics in School Mathematics." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.38.

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Gattuso, Linda. "Mathematics in a statistical context?" In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08701.

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Statistics is often taught as part of the mathematical curriculum in schools by mathematics teachers who often do not feel prepared to include it in their practice. They feel that they are stealing time that would be better used if dedicated to mathematics. We believe, however, that it is possible to develop a collaboration between the teaching of mathematics and the teaching of statistics. Using statistics as a realistic context to work on certain mathematical concepts can provide significant motivation for students. To accomplish this, it is essential to highlight the mathematical concepts underlying statistical concepts in order to link them in creating classroom activities that are also useful for teacher training. In this paper, we will try to illustrate this idea starting with examples gathered in school mathematics and in basic statistics.
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Eichler, Andreas. "MaDiN – Teaching School Mathematics using the web." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03104.

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This report focuses on MaDiN, a project which is supported by the German Federal Ministry of Education and Research (bmb+f) in the programme “Neue Medien in der Bildung” (New Media in Education). The aim of this programme is to conceptualize new ways of learning and teaching with modern information and communication technologies. This line of research is realized in MaDiN (for: teaching school-mathematics using the web). The development of this multi-media and internet based learning and teaching environment, which includes most areas of school-mathematics, will be discussed here.
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Jacobbe, Tim. "Elementary school teachers’ understanding of the mean and median." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08311.

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This paper presents results from a case study that explored elementary school teachers’ understanding of essential topics in statistics. Teachers’ understanding of the mean and median is presented in light of the suggestions by the GAISE document at Level A. It is important to consider where inservice teachers’ understanding currently lies as we explore issues related to improving the sophistication of teaching and learning statistics in elementary schools.
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Parsian, Ahmad, and Ali Rejali. "A report on preparing mathematics teachers to teach statistics in high school." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08602.

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In order to meet the goal of popularizing statistical concepts in Iranian society at large, the Iranian Statistical Society (IRSS), in cooperation with the Iranian Association of Mathematics Teachers’ Societies (IAMTS), have convinced the Ministry of Education to include one statistics course in the national school curriculum. Unfortunately, due to the lack of statistics specialists in the school system, this course has been usually taught by teachers of mathematics, who often confuse statistical thinking with statistical methods, and do not realize that there is a difference between mathematical and statistical reasoning. Hence we have started preparing these teachers to teach statistics using proper teaching methods. In this paper, we present the activities of the Isfahan Mathematics House (IMH) on the professional development of mathematics teachers, and their impact on improvement of statistics education.
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Molnar, Adam. "High school mathematics teachers’ reading of tables." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16403.

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People frequently do not use numeric information as providers intended. Some lapses arise from psychological issues, but more errors (even among educated professionals) come from lack of mathematical skill. Lack of training is a cause; for instance, finding probabilities from tables appears in current US school standards, but not many earlier versions. To investigate teacher knowledge, 25 US high school mathematics teachers were interviewed on tasks related to tables and conditional probability. Although participants made mistakes, their content knowledge compared favorably to the general population. Interviewed teachers recognized common misconceptions and could offer potential suggestions to help students, but teachers acknowledged their lack of experience on the subject. Discussion includes how curriculum choices might develop students’ knowledge of categorical variables.
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Scheaffer, Richard. "Statistics: A Motion for Secondary School Mathematics." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93107.

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The notion that data collection and analysis should be an integral part of the secondary mathematics curriculum in the United States has enjoyed an ongoing debate since at lease the early part of this century. it was suggested by some around the time that Walter Shewhart introduced the control chart for quality improvement in the 1920's and was still being suggested by many in the years following World War II. At that time, one of those proposing that data analysis skills are essential requirements for all students was W. Edwards Deming who, of course, went on to become famous fro his wire in process improvement. This practical side of mathematics education lost momentum in the 1960's with the advent of the so-called "new math" movement, which emphasize formal mathematical structure and logic.
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Meletiou-Mavrotheris, Maria, Efi Paparistodemou, Efstathios Mavrotheris, Pilar Azcárate, Anna Serradó, and Jose Cardeñoso. "Teachers’ professional development in statistics: The EarlyStatistics European project." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08707.

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The EU-funded project EarlyStatistics aims to enhance the teaching and learning of early statistical reasoning in European schools by utilizing distance education to offer high-quality professional development experiences to teachers across Europe. The project consortium has developed and is currently pilot testing an online professional development course in statistics education targeting elementary and lower secondary school European teachers. The article provides an overview of the EarlyStatistics course design. It describes the pedagogical and didactical approach underlying EarlyStatistics and the course content and structure. It also outlines the quality assurance processes used in the project to avoid quality failures and the evaluation processes employed to assess the course effectiveness in achieving its objectives.
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Fields, Paul. "A case study in collaboration preparing secondary education teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.

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Although the mission of mathematics education departments or programs is to prepare the next generation of secondary education mathematics teachers, the question still remains, “Who should provide the training in statistics education for these future teachers?” We propose that statistics education should be provided by statisticians in collaboration with mathematics educators. We describe a model that has been designed recognizing how statistical reasoning differs from mathematical reasoning and implemented incorporating how classroom pedagogy is consequently affected.
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Reports on the topic "School: School of Mathematics and Statistics"

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Ellison, Glenn, and Ashley Swanson. The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15238.

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Crumbly, I. J., and J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10183043.

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Shattuck, Paul T., Jessica E. Rast, Anne M. Roux, Kristy A. Anderson, Teal Benevides, Tamara Garfield, Elizabeth McGhee Hassrick, and Alice Kuo. High School Students on The Autism Spectrum. A.J. Drexel Autism Institute, March 2019. http://dx.doi.org/10.17918/nairhighschool2019.

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Characteristics of teens on the autism spectrum have been changing over the past decade, driving the need for updated statistics to provide a current picture of the population. This report presents updated statistics on indicators of demographics, disability, education, and health. For many of the indicators, we highlight the experiences of low income and minority youth, examining differences in functioning, health, and experiences by household income and race/ethnicity.
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Fisher, Diana. Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2945.

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Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.

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This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
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Reif, R. J., and C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), November 1998. http://dx.doi.org/10.2172/674612.

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Morgan, Michael A., and Carlos Borges. Summary of Research 2001, Department of Applied Mathematics, Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415411.

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