2010, ISBN: 9789048178629

Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students’ learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book’s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: 'Is what I’m doing now really the best thing for my students? What could I do better?' J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA Buch (fremdspr.) Joan Garfield#Dani Ben-Zvi Taschenbuch, Springer Netherland, 06.11.2010, Springer Netherland, 2010

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ISBN: 9789048178629

Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess studentsâ?? learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The bookâ??s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what Iâ??m doing now really the best thing for my students? What could I do better?" J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA Books > Education Soft cover, Springer Shop

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ISBN: 9789048178629

Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students’ learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book’s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what I’m doing now really the best thing for my students? What could I do better?" J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA Books > Education Soft cover, Springer Shop

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ISBN: 9789048178629

Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students'' learning.This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy.The book''s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what I''m doing now really the best thing for my students? What could I do better?"J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USAThis is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses.Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA Books List_Books

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2008, ISBN: 9048178622

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Developing Students' Statistical Reasoning ab 138.99 € als Taschenbuch: Connecting Research and Teaching Practice. Softcover reprint of hardcover 1st ed. 2008. Aus dem Bereich: Bücher, Wissenschaft, Pädagogik, Medien > Bücher, Springer Netherlands

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2010, ISBN: 9789048178629

Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking… Meer...

ISBN: 9789048178629

Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking… Meer...

## ISBN: 9789048178629

Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking… Meer...

ISBN: 9789048178629

2008, ISBN: 9048178622

gebonden uitgave

Developing Students' Statistical Reasoning ab 138.99 € als Taschenbuch: Connecting Research and Teaching Practice. Softcover reprint of hardcover 1st ed. 2008. Aus dem Bereich: Bücher, Wi… Meer...

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** Gedetalleerde informatie over het boek. - Developing Students' Statistical Reasoning: Connecting Research and Teaching Practice**

EAN (ISBN-13): 9789048178629

ISBN (ISBN-10): 9048178622

Gebonden uitgave

pocket book

Verschijningsjaar: 2010

Uitgever: Springer

420 Bladzijden

Gewicht: 0,631 kg

Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2011-05-07T10:33:21+02:00 (Amsterdam)

Detailpagina laatst gewijzigd op 2021-05-25T13:08:51+02:00 (Amsterdam)

ISBN/EAN: 9789048178629

ISBN - alternatieve schrijfwijzen:

90-481-7862-2, 978-90-481-7862-9

### Andere boeken die eventueel grote overeenkomsten met dit boek kunnen hebben:

### Laatste soortgelijke boek:

*9781402083839 Developing Students’ Statistical Reasonin (Joan Garfield; Dani Ben-Zvi)*

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