Online Learning Experiences and Impact on Statistics ...
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Stated Perspectives • Increasing importance of data analysis and statistical thinking in today’s society • Standards for mathematics have added sections on statistics and probability at middle and high school levels (National Governors Association Center for Best Practice & Council of Chief State School Officers, 2010) • Emphasis placed on conceptual understanding of statistics topics à more of a need for teacher preparation in statistics education • Despite this need, evidence is that many mathematics teachers are underprepared to teach statistics topics (Lovett & Lee, 2017) Online Learning Experiences and Impact on Statistics Education Perspectives Taylor Harrison, Christina Azmy, Dr. Hollylynne Lee College of Education Results and Conclusions References Data Collection and Analysis Research Question Research Problem and Significance Context Theoretical Framework How did participants’ experiences in online modules impact their perspectives on what good statistics teaching and learning is? Location • Large southeastern university Course • Mostly asynchronous required online class centered on teaching mathematics with technology Online Modules • Read articles, watch videos, take quizzes, engage in investigations, and discuss in online forums Statistical Content • Nature of statistics, statistical habits of mind, levels of understanding, measures of center and variability, and inference Teacher Perspectives on Teaching Statistics • 4 categories of factors that affect PSTs self-efficacy (Lovett & Lee, 2017) • Online experience impacted perspectives of participants - practicing teachers (Lee, Lovett, & Mojica, 2017) Using Technology to Teach Statistics • is effective (e.g. Hammerman & Rubin, 2004; Lee et al., 2014; Meletiou-Mavrotheris, 2003) Online Learning • is effective. Relevant factors are supportive learning environment, learners' motivation, interaction, and opportunities for practice. (Noesgaard & Ørngreen, 2015) Participants • 4 undergraduate PSTs • 7 graduate PSTs or ISTs Data Sources • 4 Discussion Forums • 9 Lesson Plans Data Analysis • Discussion Forums • Data-driven category codes (also informed by literature) and subcodes • Lesson Plans • Coded using subcodes from forum analysis • Frequencies calculated and trends identified The Nature of Statistics Statistics is different from mathematics Statistics is engaging and fun for students Features of a Good Statistical Task Interactive or “hands-on” Attention to data characteristics (e.g. real, interesting, large) Interactive or "hands-on" Used real, interesting, and/or large data Learning Statistics Students need to get to know data Technology can affect how students engage with a task Need to attend to diversity in statistical skill levels of students Allotted time for students to become familiar with data The Practice of Teaching Statistics Need for teachers to ask good questions Need for teachers to ensure students are engaged Grouping students Included launch phase for students to get engaged Grouping students The Role of Technology in Statistics Education Allows performing of statistical tasks quickly Usefulness of multiple linked representations Difficulty of learning tool or needing time to learn tool Attended to students learning to use tool • Perspectives seen here also seen in previous online contexts – ideas about: • Statistics more than computations and procedures, using dynamic technology, using real, messy data, and increasing levels of statistical understanding (Lee, Lovett, & Mojica, 2017) • Additional perspectives we observed – ideas about: • Curricular considerations, the engaging nature of statistics, as well as broader perspectives such as pedagogical strategies and the features of a good statistical task • Lack of evidence in lesson plans of expressed perspectives in discussion forums • Six participants stated students should pose their own statistical questions to investigate, while only one lesson plan had students do so • Eight participants stated students should collect their own data, yet only two lesson plans had students do so • Six participants specifically said teachers need to provide their students with guidance on how to use technology, and yet, only two lesson plans included the teacher doing so • Supports Ernest’s (1989) idea that discrepancy between mathematics teachers’ enacted model of teaching and their beliefs due to constraints of social context of teaching. Five Salient Areas of Participants’ Perspectives Note: Bolded perspectives were mentioned by over half of teachers or were observed in over half of lesson plans. Observed in Lesson Plans Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of education for teaching, 15(1), 13-33. Hammerman, J. K., & Rubin, A. (2004). Strategies for managing statistical complexity with new software tools. Statistics Education Research Journal, 3(2), 17-41. Lee, H. S., Lovett, J. N., & Mojica, G. M. (2017). Characterizing impacts of online professional development on teachers’ beliefs and perspectives about teaching statistics. In Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. XX). Indianapolis, Indiana. Lee, H. S., Kersaint, G., Harper, S. R., Driskell, S. O., Jones, D. L., Leatham, K. R., ... & Adu-Gyamfi, K. (2014). Teachers' use of transnumeration in solving statistical tasks with dynamic statistical software. Statistics Education Research Journal, 13(1), 25-52 Lovett, J. N., & Lee, H. S. (2017). New Standards Require Teaching More Statistics: Are Preservice Secondary Mathematics Teachers Ready?. Journal of Teacher Education, 0022487117697918. Meletiou-Mavrotheris, M. (2003). Technological tools in the introductory statistics classroom: Effects on student understanding of inferential statistics. International Journal of Computers for Mathematical Learning, 8, 265–297. National Governors Association Center for Best Practice & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington D.C.: Author. Noesgaard, S. S., & Ørngreen, R. (2015). The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness. Electronic Journal of E-Learning, 13(4), 278–290.
Transcript of Online Learning Experiences and Impact on Statistics ...
Stated Perspectives
• Increasing importance of data analysis and statistical thinking in today’s society
• Standards for mathematics have added sections on statistics and probability at middle and high school levels (National Governors Association Center for Best Practice & Council of Chief State School Officers, 2010)
• Emphasis placed on conceptual understanding of statistics topics àmore of a need for teacher preparation in statistics education
• Despite this need, evidence is that many mathematics teachers are underprepared to teach statistics topics (Lovett & Lee, 2017)
Online Learning Experiences and Impact on Statistics Education Perspectives
Taylor Harrison, Christina Azmy, Dr. Hollylynne LeeCollege of Education
Results and Conclusions
References
Data Collection and Analysis
Research QuestionResearch Problem and Significance Context
Theoretical Framework
How did participants’ experiences in online modules impact their perspectives on what good statistics teaching and learning is? Location
• Large southeastern university
Course• Mostly
asynchronous required online class centered on teaching mathematics with technology
Online Modules• Read articles,
watch videos, take quizzes, engage in investigations, and discuss in online forums
Statistical Content• Nature of statistics,
statistical habits of mind, levels of understanding, measures of center and variability, and inference
Teacher Perspectives on Teaching Statistics• 4 categories of factors that affect
PSTs self-efficacy (Lovett & Lee, 2017)
• Online experience impacted perspectives of participants -practicing teachers (Lee, Lovett, & Mojica, 2017)
Using Technology to Teach Statistics• is effective (e.g. Hammerman &
Rubin, 2004; Lee et al., 2014; Meletiou-Mavrotheris, 2003)
Online Learning
• is effective. Relevant factors are supportive learning environment, learners' motivation, interaction, and opportunities for practice. (Noesgaard& Ørngreen, 2015)
Participants
• 4 undergraduate PSTs• 7 graduate PSTs or ISTs
DataSources
• 4 Discussion Forums• 9 Lesson Plans
Data Analysis
• Discussion Forums• Data-driven category codes (also informed
by literature) and subcodes• Lesson Plans
• Coded using subcodes from forum analysis• Frequencies calculated and trends identified
The Nature of Statistics
Statistics is different from mathematics
Statistics is engaging and fun
for students
Features of a Good
Statistical Task
Interactive or “hands-on”
Attention to data characteristics
(e.g. real, interesting, large)
Interactive or "hands-on"
Used real, interesting,
and/or large data
Learning Statistics
Students need to get to know data
Technology can affect how students engage with a task
Need to attend to diversity in
statistical skill levels of students
Allotted time for students to
become familiar with data
The Practice of Teaching StatisticsNeed for teachers
to ask good questions
Need for teachers to ensure
students are engaged
Grouping students
Included launch phase for
students to get engaged
Grouping students
The Role of Technology in Statistics Education
Allows performing of
statistical tasks quickly
Usefulness of multiple linked representations
Difficulty of learning tool or needing time to
learn tool
Attended to students learning
to use tool
• Perspectives seen here also seen in previous online contexts – ideas about:• Statistics more than computations and procedures, using dynamic technology, using real,
messy data, and increasing levels of statistical understanding (Lee, Lovett, & Mojica, 2017)• Additional perspectives we observed – ideas about:
• Curricular considerations, the engaging nature of statistics, as well as broader perspectives such as pedagogical strategies and the features of a good statistical task
• Lack of evidence in lesson plans of expressed perspectives in discussion forums• Six participants stated students should pose their own statistical questions to investigate,
while only one lesson plan had students do so• Eight participants stated students should collect their own data, yet only two lesson plans had
students do so• Six participants specifically said teachers need to provide their students with guidance on how
to use technology, and yet, only two lesson plans included the teacher doing so• Supports Ernest’s (1989) idea that discrepancy between mathematics teachers’ enacted
model of teaching and their beliefs due to constraints of social context of teaching.
Five Salient Areas of Participants’ Perspectives
Note: Bolded perspectives were mentioned by over half of teachers or were observed in over half of lesson plans.
Observed in Lesson Plans
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of education for teaching, 15(1), 13-33.Hammerman, J. K., & Rubin, A. (2004). Strategies for managing statistical complexity with new software tools. Statistics Education Research Journal, 3(2), 17-41.Lee, H. S., Lovett, J. N., & Mojica, G. M. (2017). Characterizing impacts of online professional development on teachers’ beliefs and perspectives about teaching statistics. In Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. XX). Indianapolis, Indiana.Lee, H. S., Kersaint, G., Harper, S. R., Driskell, S. O., Jones, D. L., Leatham, K. R., ... & Adu-Gyamfi, K. (2014). Teachers' use of transnumeration in solving statistical tasks with dynamic statistical software. Statistics Education Research Journal, 13(1), 25-52Lovett, J. N., & Lee, H. S. (2017). New Standards Require Teaching More Statistics: Are Preservice Secondary Mathematics Teachers Ready?. Journal of Teacher Education, 0022487117697918.Meletiou-Mavrotheris, M. (2003). Technological tools in the introductory statistics classroom: Effects on student understanding of inferential statistics. International Journal of Computers for Mathematical Learning, 8, 265–297.National Governors Association Center for Best Practice & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington D.C.: Author.Noesgaard, S. S., & Ørngreen, R. (2015). The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness. Electronic Journal of E-Learning, 13(4), 278–290.
