Übersicht			Auf mobile öffnen

Lieferstatus:	Auf Bestellung (Lieferzeit unbekannt)
Veröffentlichung:	November 2010
Genre:	Psychologie / Pädagogik
	C / Cognition & cognitive psychology / cognitive psychology / Education / Higher & further education, tertiary education / higher education / Instruction / Learning / Learning & Instruction / Mathematics / Mathematics Education / Mathematics—Study and teaching / Probability & statistics / Statistics / Statistics, general / Teaching of a specific subject
ISBN:	9789048178629
EAN-Code:	9789048178629
Verlag:	Springer Nature EN
Einband:	Kartoniert
Sprache:	English
Dimensionen:	H 235 mm / B 155 mm / D
Gewicht:	640 gr
Seiten:	408
Zus. Info:	Previously published in hardcover
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

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 theliterature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA