The Teaching and Learning of Statistics

Table of Contents

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   Book Overview
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   Chapter 1 International Perspectives on the Teaching and Learning of Statistics
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   Chapter 2 Young Students’ Mental Modelling of Statistical Situations
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   Chapter 3 Children’s Wonder How to Wander Between Data and Context
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   Chapter 4 Supporting Students to Develop Concepts Underlying Sampling and to Shuttle Between Contextual and Statistical Spheres
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   Chapter 5 The Language of Shape
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   Chapter 6 Development of an Understanding of a Sampling Distribution
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   Chapter 7 Korean High School Students’ Understanding of the Concept of Correlation
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   Chapter 8 Connections Between Statistical Thinking and Critical Thinking: A Case Study
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    Chapter 9 Tasks Associated to the Treatment of Tables at Elementary School and Its Level of Difficulty
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    Chapter 10 An Analysis of the Statistical Contents Covered In China, Singapore and Taiwan Mathematics Textbooks at the Primary Level
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    Chapter 11 Mathematical Modelling for Critical Statistics Education
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    Chapter 12 Survey and Research on the Levels of High School Students’ Critical Evaluation of Statistical Information and the Influence Factors
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    Chapter 13 The Conceptual Understanding of Variability in the Data Distributions
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    Chapter 14 Students’ Misconceptions and Mistakes Related to Measurement in Statistical Investigation and Graphical Representation of Data
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    Chapter 15 Overall Understanding of the Middle School Mathematics Course in Teaching Statistics Main Line
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    Chapter 16 Growth on Fourth-Grade Students’ Mathematical Understanding of Average
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    Chapter 17 Exploring Dot Plot in the Perspective of Embodied Cognition
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    Chapter 18 Students’ Difficulties in Understanding of Confidence Intervals
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    Chapter 19 A Modeling and Simulation Approach to Informal Inference: Successes and Challenges
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    Chapter 20 Students’ Understanding of Statistical Terms Having Lexical Ambiguity
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    Chapter 21 Student Understanding of Symbols in Introductory Statistics Courses
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    Chapter 22 Two-Year College Mathematics Instructors’ Conceptions of Variation
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    Chapter 23 Students’ Sense-Making of Graphical Representation in a Basic Statistics Module
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    Chapter 24 Bootstrapping Confidence Intervals
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    Chapter 25 Undergraduate Students’ Conceptions of Variability in a Dynamic Computer-Based Environment
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    Chapter 26 Transforming Statistics Education Through ICT Application
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    Chapter 27 Selecting Technology to Promote Learning in an Online Introductory Statistics Course
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    Chapter 28 The Role of Technology in Indian Statistics Education: A Review
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    Chapter 29 Building Up the Box Plot as a Tool for Representing and Structuring Data Distributions: An Instructional Effort Using Tinkerplots and Evidence of Students’ Reasoning
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    Chapter 30 Integrated Reasoning About Statistical Variation: Secondary Teachers’ Development of Foundational Understandings
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    Chapter 31 Preservice Teachers’ Difficulties with Statistical Writing
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    Chapter 32 Teachers’ Questions in the Statistics Class
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    Chapter 33 Statistical Training of Pre-service Teachers with Application in School Practice
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    Chapter 34 Statistics in Primary Education in Greece: How Ready Are Primary Teachers?
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    Chapter 35 Developing Statistical Literacy (DSL): Student Learning and Teacher Education
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    Chapter 36 Teacher Capacity as a Key Element of National Curriculum Reform in Statistical Thinking: A Comparative Study Between Australia and China
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    Chapter 37 A Framework for Assessing Statistical Knowledge for Teaching Based on the Identification of Conceptions of Variability Held by Teachers
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    Chapter 38 The Teaching and Learning of Statistics