Becoming a Teacher of Statistics

Portfolio

by

Susan Sexton

 

 

Probability and Statistics for Secondary Teachers

STAT 6070

University of Georgia

Fall 2007

Instructor: Christine Franklin

 

 

Recommendation 5: Use technology for developing conceptual understanding and analyzing data.

 

 

Malone, C. and Bilder, C. (2001). Statistics course web sites: Beyond syllabus.html. Journal of Statistics Education, 9, Article 2. Retrieved October 23, 2007, from http://www.amstat.org/publications/jse/v9n2/malone.html

 

 

Abstract:

Student-instructor and student-student interaction outside of the classroom are very important to learning statistics. A successful statistics course Web site increases these interactions by creating a forum for the instructor and students to communicate with statistical language. The development of a successful statistics course Web site involves determining the Web site's purpose, deciding what Web pages are needed, organizing the Web pages, implementing the Web site, and assessing the Web site. The purpose of this article is to discuss the development of a statistics course Web site for a Web-enhanced or Web-centric course and to provide a detailed example of one such course.

 

            The authors address the design of an effective and efficient web site to enhance statistical teaching and learning. This use of technology is also addressed in one of the six recommendations offered in the Guidelines for Assessment and Instruction in Statistics Education (GAISE). In this recommendation, there exists a Òcaution against using technology merely for the sake of using technologyÓ (GAISE, 2005, p. 12). Technology is viewed as a means of exploration, as a tool for visualization, as a supplement to classroom instruction, and the list goes on (NCTM, 2000). The authors provide a detailed discussion of the components of a statistics course website that can meet the objectives of exploration, visualization and supplementation.

            The purpose of the statistics course web site is to help Òfacilitate student-instructor and student-student interaction outside of the classroomÓ (Introduction section, para 2). While this is not addressed specifically in the GAISE technology recommendation, it is addressed in another GAISE recommendation that charges the teacher to Òfoster active learning in the classroomÓ (GAISE, 2005, p.11). The statistics course website can also foster active learning through its interactive capabilities (a consideration brought forth by the GAISE technology recommendation), except this learning occurs in the virtual classroom.

            The various components the authors suggest while using a statistics course website align with the discussion provided in the GAISE technology recommendation. For example, the authors suggest a website component that links to other web pages which have JAVA applets or Interactive spreadsheets. This will allow for ease in transmission of large data sets and the ability to conduct simulations; both target ideas within the GAISE technology recommendation. Furthermore the development of statistical learning can be enhanced through the chat room discussions or message boards that the authors suggest as a component to the statistics course website.

            The authors also discuss other components of the statistics course website that deal directly with how to implement the course including the creation and management of the site, how to familiarize students with the site and assessing the use and practicality of the site for both the students and teacher. The authors admit that while the creation and implementation of the statistics course website can take a Òsignificant amount of timeÓ (Discussion section, para 3, discussion section) their own experience with such a course has Òincreased the amount of student-instructor and student-student interaction that takes place outside of the classroomÓ (Discussion section, para 1).

            One final aspect of the statistics course website that is not explicitly addressed in either the article or the GAISE technology recommendation but is certainly a highlight of the technological capabilities of the website is the ability for students to practice their statistical literacy and enhance the development of their statistical thinking. This is addressed in the third GAISE recommendation and is crucial in understanding statistical ideas and concepts. The ability for real-time discussion with the instructor (which is normally restricted to limited in-class discussion) greatly increases the opportunities that students have to engage in statistical discussion using statistical language and concepts.

 

References

GAISE College Report. (2005). Guidelines for Assessment and Instruction in Statistical Education College Report. Alexandria, VA: American Statistical Association, http://www.amstat.org/education/gaise.

 

National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

 

 

 

 

 

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