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Puzzles in Statistical Reasoning
Journal of statistics education, 2006-01, Vol.14 (1)
Copyright 2006 Dirk Tempelaar, Wim Gijselaers, and Sybrand Schim van der Loeff 2006 ;ISSN: 1069-1898 ;EISSN: 1069-1898 ;DOI: 10.1080/10691898.2006.11910576
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Title:
Puzzles in Statistical Reasoning
Author:
Tempelaar, Dirk T.
;
Gijselaers, Wim H.
;
van der Loeff, Sybrand Schim
Subjects:
Assessment
;
Attitudes toward statistics
;
Cognitive Processes
;
Cognitive Style
;
College Mathematics
;
Comparative Analysis
;
Correlation
;
Foreign Countries
;
Foreign Students
;
Gender Differences
;
Learning approaches
;
Learning Strategies
;
Mathematical Concepts
;
Mathematics Instruction
;
Mathematics Teachers
;
Measures (Individuals)
;
Netherlands
;
Predictor Variables
;
Statistical reasoning assessment
;
Statistics
;
Student Attitudes
;
Student Characteristics
;
Thinking Skills
Is Part Of:
Journal of statistics education, 2006-01, Vol.14 (1)
Description:
The Statistical Reasoning Assessment or SRA is one of the first objective instruments developed to assess students' statistical reasoning. Published in 1998 ( Garfield, 1998a ), it became widely available after the Garfield (2003) publication. Empirical studies applying the SRA by Garfield and co-authors brought forward two intriguing puzzles: the "gender puzzle", and the puzzle of "non-existing relations with course performances". Moreover, those studies find a, much less puzzling, country-effect. The present study aims to address those three empirical findings. Findings in this study suggest that both puzzles may be at least partly understood in terms of differences in effort students invest in studying: students with strong effort-based learning approaches tend to have lower correct reasoning scores, and higher misconception scores, than students with different learning approaches. In distinction with earlier studies, we administered the SRA at the start of our course. Therefore measured reasoning abilities, correct as well as incorrect, are to be interpreted unequivocally as preconceptions independent of any instruction in our course. Implications of the empirical findings for statistics education are discussed.
Publisher:
Taylor & Francis
Language:
English
Identifier:
ISSN: 1069-1898
EISSN: 1069-1898
DOI: 10.1080/10691898.2006.11910576
Source:
Education Resources Information Center (ERIC)
GFMER Free Medical Journals
Alma/SFX Local Collection
ROAD: Directory of Open Access Scholarly Resources
DOAJ Directory of Open Access Journals
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