Igniting the Statistical Spark in the Social Sciences—Abilities, Student Feedback and Teacher Observations
Igniting the Statistical Spark in the Social Sciences—Abilities, Student Feedback and Teacher Observations作者机构：Room 316 Building 303 Science Centre University of Auckland Auckland 1010 New Zealand
出 版 物：《Journal of Mathematics and System Science》 (数学和系统科学（英文版）)
年 卷 期：2018年第8卷第6期
页 面：153-174页
学科分类：0303[法学-社会学] 0401[教育学-教育学] 03[法学] 04[教育学] 040102[教育学-课程与教学论]
主 题：Statistics education research cross-curricula statistics statistics abilities student feedback teacher observations.
摘 要：A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.
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