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Improving statistical skills through students’ participation in the development of resources
journal contribution
posted on 2015-03-31, 10:49 authored by Irene Biza, Eugenie Vande HeyThis paper summarizes the evaluation of a project that involved undergraduate mathematics students in the development of teaching and learning resources for statistics modules taught in various departments of a university. This evaluation regards students’ participation in the project and its impact on their learning of statistics, as characterized in terms of statistical reasoning, statistical thinking, and skills for statistical consultancy. The participation of students is evaluated from the viewpoint of communities of practice. The evaluation resulted in a characterization of the benefits of such a project and suggestions for implementations of future projects, and in addition brought to light new theoretical elements both as regards the learning of statistics and as regards communities of practice. In particular, the analysis highlighted contributions of the students involved to resource development practice in the community of university statistics teachers, as well as contributions to students’ learning as a result of participation in this community.
Funding
This work was supported by the Department of Mathematical Sciences at Loughborough University, the National HE STEM Programme through the Symbol project and the Higher Education Academy.
History
School
- Science
Department
- Mathematical Sciences
Published in
International Journal of Mathematical Education in Science and TechnologyVolume
46Issue
2Pages
163 - 186Citation
BIZA, I. and VANDE HEY, E., 2015. Improving statistical skills through students’ participation in the development of resources. International Journal of Mathematical Education in Science and Technology, 46 (2), pp. 163 - 186.Publisher
© Taylor and Francis Ltd.Version
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2015Notes
This paper is embargoed until October 2015.ISSN
0020-739XeISSN
1464-5211Publisher version
Language
- en