Introducing Teachers Who Use GUI-Driven Tools for the Randomization Test to Code-Driven Tools

Autor/inn/en	Fergusson, Anna; Pfannkuch, Maxine
Titel	Introducing Teachers Who Use GUI-Driven Tools for the Randomization Test to Code-Driven Tools
Quelle	In: Mathematical Thinking and Learning: An International Journal, 24 (2022) 4, S.336-356 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fergusson, Anna) ORCID (Pfannkuch, Maxine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1922856
Schlagwörter	Foreign Countries; Data Science; Statistics Education; Mathematical Models; Computation; Statistical Inference; Secondary School Teachers; Coding; Educational Experiments; Teaching Methods; Computer Interfaces; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Mathematical model; Mathematisches Modell; Inferential statistics; Schließende Statistik; Codierung; Programmierung; Schulversuch; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	The advent of data science has led to statistics education researchers re-thinking and expanding their ideas about tools for teaching statistical modeling, such as the use of code-driven tools at the secondary school level. Methods for statistical inference, such as the randomization test, are typically taught within secondary school classrooms using GUI-driven tools. A teaching experiment was conducted, using a learning task designed to introduce teachers familiar with using GUI-driven tools for teaching the randomization test to code-driven tools. Our findings from this exploratory study indicate that the design principles and considerations used to create the learning task supported teachers' introduction to code-driven tools and encouraged an integration of statistical and computational thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01