Sponsors of the forum were the iase statistical

  • No School
  • AA 1
  • 72

This preview shows page 33 - 35 out of 72 pages.

Australia due to poor health. Sponsors of the Forum were The IASE Statistical Education Research Group (IASE- SERG), The Centre for Cognition Research in Learning and Teaching (UNE), The School of Curriculum Studies (UNE), the Faculty of Education, Health and Professional Studies (UNE), and The Department of Educational Psychology (The University of Minnesota). This was a unique opportunity for twenty researchers from six countries to meet for six days to share their work, discuss important issues, and initiate collaborative projects. For the first three days participants were divided into four small working groups, each with three or four presentations and one discussant. The research presented focused on the challenges in describing, teaching, and assessing statistical reasoning, thinking, and literacy, with the emphasis on reasoning. Most presentations included data presented on short videotape or audiotape. The next two days included sharing a synopsis of group findings with all participants and a discussion of the implications of the research presented. A panel session, with four invited speakers, entitled ‘what we can learn from mathematics education research’ on the final day was followed by an evaluation session and planning for SRTL-3. Following is a summary of the various sessions in the scientific program. 1.3. SRTL-3 SRTL-2 concluded with an evaluation session and discussion on future directions. Plans are now underway for the staging of SRTL-3. It is anticipated that this International Research Forum will be held in August 2003 in Lincoln, Nebraska. Dani Ben-Zvi and Joan Garfield are currently working on an edited book of research papers, some of which were presented at SRTL-2. For more information about SRTL please visit the website at . CHRIS READING School of Curriculum Studies University of New England Armidale NSW 2351 Australia 2. REASONING ABOUT DATA AND DISTRIBUTION THROUGH THE STATISTICAL INVESTIGATIONS OF A THIRD GRADE CLASSROOM RUTH HEATON and WILLIAM MICKELSON University of Nebraska-Lincoln, Lincoln, Nebraska, U.S.A. [email protected], [email protected] We contend that statistical reasoning occurs in the context of applying the process of statistical investigation to solve a specific problem or better understand a topic. In particular, this entails utilizing statistical ideas and information as well as presenting or summarizing data in meaningful ways so that inferences or interpretations from the data can be made that lead to greater understanding about the topic of the investigation. In this session, we gave a description of a third grade teacher’s reasoning with data through graphs in the context of applied statistical investigations. The teacher attempted to thematically use the process of statistical investigation as a
Image of page 33
32 tool to teach other k-6 curriculum topics, such as language arts, social studies, health and science. We discussed what this reasoning looks like in the elementary classroom, how it is used, and why it is important to study.
Image of page 34
Image of page 35

You've reached the end of your free preview.

Want to read all 72 pages?

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask ( soon) You can ask (will expire )
Answers in as fast as 15 minutes
A+ icon
Ask Expert Tutors