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The Teaching and Learning of Statistics

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Cover of '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
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The Teaching and Learning of Statistics
Published by
Springer International Publishing, January 2016
DOI 10.1007/978-3-319-23470-0
978-3-31-923469-4, 978-3-31-923470-0

Parsonage, Ross, Pfannkuch, Maxine, Wild, Chris J., Aloisio, Kate


Dani Ben-Zvi, Katie Makar

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X Demographics

The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 67 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Germany 1 1%
Unknown 66 99%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 10 15%
Unspecified 5 7%
Student > Master 5 7%
Professor 5 7%
Student > Doctoral Student 4 6%
Other 19 28%
Unknown 19 28%
Readers by discipline Count As %
Social Sciences 17 25%
Mathematics 10 15%
Unspecified 5 7%
Engineering 4 6%
Psychology 3 4%
Other 7 10%
Unknown 21 31%