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Improving statistical skills through students’ participation in the development of resources

journal contribution
posted on 31.03.2015, 10:49 by Irene Biza, Eugenie Vande Hey
This 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 Technology

Volume

46

Issue

2

Pages

163 - 186

Citation

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

2015

Notes

This paper is embargoed until October 2015.

ISSN

0020-739X

eISSN

1464-5211

Language

en

Exports