ORCID Profile
0000-0002-6001-7248
Current Organisations
University of Tasmania
,
Kansas State University Graduate School
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Publisher: Informa UK Limited
Date: 15-03-2007
Publisher: Elsevier BV
Date: 03-2018
Publisher: Springer Science and Business Media LLC
Date: 20-10-2018
Publisher: Informa UK Limited
Date: 12-1981
Publisher: International Association for Statistical Education
Date: 31-05-2017
Abstract: Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian mathematics curriculum. Using a new data-set of over 7000 student responses from middle-years students in different parts of Australia during the period 2007-2009, the nature of the hierarchy was confirmed. Longitudinal analysis identified how students performed across time against the hierarchy. Suggestions are made for systems and teachers about realistic expectations for middle-years students, and possible curriculum challenges. First published May 2017 at Statistics Education Research Journal Archives
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 10-05-2013
DOI: 10.14742/AJET.122
Abstract: Tasmania, one of the first locations to have communities connected to the national broadband network (NBN), provided the context within which to ask significant questions about the implications of the NBN for all levels and sectors of education. This paper reports findings from a research project that developed innovative methodology to explore the issues with 21 respondents categorised as "leaders" in the field of information and communication technology in education. The aim of the research was to conduct an audit of actual and planned implementation of new technologies in classroom teaching through in-depth interviews, to assess challenges faced in implementation and to facilitate dialogue between leaders in disparate education areas through provision of forums online and face-to-face. In this way the action research both contributed to an understanding of issues and acted as a change agent in stimulating the sharing of new approaches to what turned out to be a set of highly complex "wicked" problems. Resulting models using a causal layered approach demonstrate that whereas the NBN did not become the immediate solution to connectivity for these leaders, it provided the motivation to consider what a connected educational environment could be like.
Publisher: Springer Science and Business Media LLC
Date: 2001
Publisher: American Mathematical Society (AMS)
Date: 1973
DOI: 10.1090/S0025-5718-1973-0335610-5
Abstract: A recent form of the Todd-Coxeter algorithm, known as the lookahead algorithm, is described. The time and space requirements for this algorithm are shown experimentally to be usually either equivalent or superior to the Felsch and Haselgrove-Leech-Trotter algorithms. Some findings from an experimental study of the behaviour of Todd-Coxeter programs in a variety of situations are given.
Publisher: Springer Science and Business Media LLC
Date: 25-02-2012
Publisher: Springer Science and Business Media LLC
Date: 06-2004
DOI: 10.1007/BF03217396
Publisher: BRILL
Date: 2020
Publisher: Springer Science and Business Media LLC
Date: 10-2006
DOI: 10.1007/BF03217435
Publisher: Informa UK Limited
Date: 07-1988
Publisher: Informa UK Limited
Date: 05-2007
Publisher: Elsevier BV
Date: 09-2013
Publisher: BRILL
Date: 29-01-2019
Publisher: BRILL
Date: 29-01-2019
Publisher: Springer Science and Business Media LLC
Date: 05-1997
DOI: 10.1007/BF03217302
Publisher: National Council of Teachers of Mathematics
Date: 1984
DOI: 10.2307/749319
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Routledge
Date: 30-07-2015
Publisher: Journal of Research in STEM Education, Hacettepe Science Center
Date: 07-2019
Abstract: Integrated STEM learning experiences provide the opportunity for students to make connections among the various disciplines. The outcomes for many STEM activities, however, are only reported for one discipline and provide little guidance for taking an integrated approach to learning in the classroom. This paper reports on a Year 5 STEM activity based on designing, making, and trialling seed dispersal devices. A focus on the data collected by the class and the subsequent graphical representations created during follow- up interviews, illustrates the way in which the students made connections to multiple STEM disciplines. The results indicate that Year 5 students have the capacity to use graphical representations of data to describe the performance of seed dispersal devices and base informal inferences about the performance of the devices on their knowledge of design, construction, materials, and flight from the various STEM disciplines.
Publisher: Springer Science and Business Media LLC
Date: 10-08-2008
Publisher: Springer Science and Business Media LLC
Date: 21-03-2017
Publisher: Springer Science and Business Media LLC
Date: 14-05-2023
DOI: 10.1007/S10763-022-10281-7
Abstract: This report focuses on the ways in which 36 Grade 4 students recognized, explained, described, and employed variation during interviews conducted 1 month after participating in STEM-based activities in which they tested, adjusted, and re-tested catapults. An inductive thematic methodology was used for analysis of the interview transcripts to capture the ways in which students discussed their analyses and justified their conclusions from the activity. The results were based on 1080 instances of variation in student responses to the interview questions, which evidenced three ways students characterized variation: contextual variation, specific variation, and general variation. Findings point to the essential nature of context in building statistical understanding in relation to both specific and general aspects of variation as well as decision-making in that context.
Publisher: Springer New York
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 04-2006
Publisher: SAGE Publications
Date: 31-03-2014
Abstract: As a result of the growing use of state and national testing of literacy and numeracy among school students, there are increasing demands for teachers to interpret assessment data. In light of this, there is a need to provide benchmarks or a framework that identifies critical aspects of teachers’ understanding that are needed to interpret data effectively. In this study, 24 items from the Attitudes and Statistical Literacy Instrument are used with 704 teachers to provide a hierarchical scale of teacher ability to interpret these assessment data. Using an item response theory model for partial credit scoring, three levels of ability are identified, related to reading values, comparing values, and analyzing a data set as a single entity. Teacher ability is then compared across various demographic variables, such as number of years of teaching, main teaching grade levels, previous professional learning experience, last time statistics was studied, and gender. Implications are drawn for professional learning for teachers and for further research.
Publisher: Springer Singapore
Date: 2018
Publisher: Elsevier BV
Date: 2002
Publisher: Informa UK Limited
Date: 02-1984
Publisher: Springer Science and Business Media LLC
Date: 03-04-2009
Publisher: Springer Science and Business Media LLC
Date: 06-1990
DOI: 10.1007/BF03217215
Publisher: Springer Science and Business Media LLC
Date: 04-07-2023
DOI: 10.1007/S13394-022-00421-1
Abstract: Integrated STEM activities are espoused as appropriate for enhancing student learning in relation to statistical concepts however, a greater understanding of the way in which students’ ideas about those concepts develop is needed to maximise the learning potential offered by engagement in STEM activities. For this study, plant growth was chosen as a topic from the Year 6 Australian Science Curriculum as an appropriate context to employ aspects of the four STEM disciplines to explore students’ developing ideas about variation. Sixty-four Year 6 students across three school terms worked in groups of four to trial various treatments and their effects on the growth of radish or wheat seeds. This report considers two aspects of student learning related to this topic based on (i) the formative assessment of features of students’ workbook entries specifically related to variation during the part of the classroom activity based on their TinkerPlots graphs and (ii) the later summative evidence of learning in responses to end-of-year questions on the activity for 56 of the students. The workbook entries are presented via a qualitative analysis to provide evidence of the forming of understanding of variation in a STEM context, with the SOLO Taxonomy being employed to assess the longer-term evidence and developmental nature of that learning. Overall, a broader picture has emerged of the potential for developing appreciation of variation in a STEM context in primary school.
Publisher: Springer Science and Business Media LLC
Date: 16-09-2023
Publisher: Elsevier BV
Date: 2000
Publisher: National Council of Teachers of Mathematics
Date: 2016
DOI: 10.5951/JRESEMATHEDUC.47.1.0028
Abstract: We analyzed the development of 4th-grade students' understanding of the transition from experimental relative frequencies of outcomes to theoretical probabilities with a focus on the foundational statistical concepts of variation and expectation. We report students' initial and changing expectations of the outcomes of tossing one and two coins, how they related the relative frequency from their physical and computersimulated trials to the theoretical probability, and how they created and interpreted theoretical probability models. Findings include students' progression from an initial apparent equiprobability bias in predicting outcomes of tossing two coins through to representing the outcomes of increasing the number of trials. After observing the decreasing variation from the theoretical probability as the s le size increased, students developed a deeper understanding of the relationship between relative frequency of outcomes and theoretical probability as well as their respective associations with variation and expectation. Students' final models indicated increasing levels of probabilistic understanding.
Publisher: Cambridge University Press (CUP)
Date: 10-01-2019
DOI: 10.1017/AEE.2018.51
Abstract: In this article, we outline the key principles of education for sustainability (EfS) that enable us to question the enthusiastic and uncritical promotion of STEM (science, mathematics, engineering and technology) and its offshoot, STEM education, as key contributors to an environmentally sustainable future. We examine the framing of STEM and STEM education as situated in an unproblematised, neoliberal growthist paradigm, in contrast to the more critical ecological paradigm of EfS. We conclude that STEM, and hence STEM education, need to include critical reflection and futures perspectives if they are to align themselves with a flourishing economic, social and environmental future. We provide ex les for the classroom that illustrate our contention.
Publisher: National Council of Teachers of Mathematics
Date: 08-2008
Abstract: The literature that is available on the topic of representations in mathematics is vast. One commonly discussed item is graphical representations. From the history of mathematics to modern uses of technology, a variety of graphical forms are available for middle school students to use to represent mathematical ideas. The ideas range from algebraic relationships to summaries of data sets. Traditionally, textbooks delineate the rules to be followed in creating conventional graphical forms, and software offers alternatives for attractive presentations. Is there anything new to introduce in the way of graphical representations for middle school students?
Publisher: Springer Netherlands
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 2001
Publisher: Springer Science and Business Media LLC
Date: 03-06-2015
Publisher: Informa UK Limited
Date: 19-12-2022
Publisher: Informa UK Limited
Date: 12-2015
Publisher: Informa UK Limited
Date: 2002
Publisher: Springer Science and Business Media LLC
Date: 27-03-2009
Publisher: Springer Science and Business Media LLC
Date: 2001
Publisher: Elsevier BV
Date: 09-1994
Publisher: Informa UK Limited
Date: 1998
Publisher: University of South Florida Libraries
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 1999
Publisher: Informa UK Limited
Date: 2003
Publisher: International Association for Statistical Education
Date: 29-11-2003
Abstract: The aim of this study was, first, to provide evidence to support the notion of statistical literacy as a hierarchical construct and, second, to identify levels of this hierarchy across the construct. The study used archived data collected from two large-scale research projects that studied aspects of statistical understanding of over 3000 school students in grades 3 to 9, based on 80 questionnaire items. Rasch analysis was used to explore an hypothesised underlying construct associated with statistical literacy. The analysis supported the hypothesis of a unidimensional construct and suggested six levels of understanding: Idiosyncratic, Informal, Inconsistent, Consistent non-critical, Critical, and Critical mathematical: These levels could be used by teachers and curriculum developers to incorporate appropriate aspects of statistical literacy into the existing curriculum. First published November 2003 at Statistics Education Research Journal: Archives
Publisher: Informa UK Limited
Date: 02-01-2019
Publisher: Wiley
Date: 02-2003
Publisher: SAGE Publications
Date: 12-1983
DOI: 10.1177/001316448304300436
Abstract: Data from 287 subjects were used to provide reliability figures for Aiken's Enjoyment of Mathematics and Value of Mathematics Scales. Principal factoring with iterations followed by varimax rotation of the entire attitude scale supported its two-dimensional structure. The degree of correlation between scales was lower than that for Aiken's data. Also the correlation of the scales with other variables supported the view that the scales measure different aspects of attitude toward mathematics.
Publisher: Wiley
Date: 12-1998
Publisher: NZCER Press, New Zealand Council for Educational Research
Date: 06-2005
DOI: 10.18296/CM.0063
Publisher: Springer Science and Business Media LLC
Date: 07-2004
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 21-05-2020
Publisher: National Council of Teachers of Mathematics
Date: 07-2003
DOI: 10.2307/30034785
Publisher: No publisher found
Date: 2202
Publisher: IGI Global
Date: 2017
DOI: 10.4018/978-1-5225-2512-7.CH002
Abstract: This chapter focuses on statistical literacy and the practice of statistics from the perspective of middle school students and how their experiences can be enhanced by the availability of open data. The open data sets selected illustrate the types of contexts that are available and their connections to the Australian school curriculum. The importance of visualisation is stressed and the software TinkerPlots is the tool used for students to create representations and develop the understanding necessary to analyse data and draw conclusions. Building appreciation of the practice of statistics in this way further assists students to become critical thinkers in judging the claims of others later as statistically literate adults.
Publisher: Springer Science and Business Media LLC
Date: 12-1993
DOI: 10.1007/BF03217190
Publisher: Springer Netherlands
Date: 2011
Publisher: Wiley
Date: 04-2002
Publisher: International Association for Statistical Education
Date: 05-04-2009
Abstract: This paper reviews factors that contribute to the development of middle school students’ interest in statistical literacy and its motivational influence on learning. To date very little research has specifically examined the influence of positive affect such as interest on learning in the middle-school statistics context. Two bodies of associated research are available: interest research in a mathematics education context and attitudinal research in a tertiary statistics context. A content analysis of this literature suggests that interest development in middle school statistics will be the result of a complex interplay of classroom influences and in idual factors such as: students’ knowledge of statistics, their enjoyment of statistics and their perceptions of competency in relation to the learning of statistics. First published May 2009 at Statistics Education Research Journal: Archives
Publisher: Springer International Publishing
Date: 10-12-2018
Publisher: Springer Science and Business Media LLC
Date: 11-2010
DOI: 10.1007/BF03219776
Publisher: Springer Science and Business Media LLC
Date: 02-1989
DOI: 10.1007/BF03217198
Publisher: Informa UK Limited
Date: 1995
Publisher: Wiley
Date: 03-1997
Publisher: American Psychological Association (APA)
Date: 12-1988
Publisher: Springer Science and Business Media LLC
Date: 08-2002
DOI: 10.1007/BF03216765
Publisher: Springer Science and Business Media LLC
Date: 2004
Publisher: Informa UK Limited
Date: 07-1991
Publisher: Informa UK Limited
Date: 15-09-2005
Publisher: Springer Science and Business Media LLC
Date: 06-10-2015
Publisher: Elsevier BV
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 02-10-2017
Publisher: Informa UK Limited
Date: 07-2001
Publisher: Springer Science and Business Media LLC
Date: 2002
Publisher: Wiley
Date: 08-2007
Publisher: Springer Science and Business Media LLC
Date: 12-1994
DOI: 10.1007/BF02356344
Publisher: Springer Science and Business Media LLC
Date: 10-04-2019
Publisher: Springer Science and Business Media LLC
Date: 20-02-2015
Publisher: Springer Science and Business Media LLC
Date: 09-1998
DOI: 10.1007/BF03217343
Publisher: Springer Science and Business Media LLC
Date: 09-2001
DOI: 10.1007/BF03217101
Publisher: Wiley
Date: 23-03-2011
Publisher: Addleton Academic Publishers
Date: 2020
DOI: 10.22381/KC82202010
Publisher: Springer Science and Business Media LLC
Date: 02-2005
DOI: 10.1007/BF03217408
Publisher: Springer Science and Business Media LLC
Date: 03-1995
DOI: 10.1007/BF01295792
Publisher: Informa UK Limited
Date: 1986
Publisher: Informa UK Limited
Date: 02-10-2014
Publisher: Springer Science and Business Media LLC
Date: 12-01-2011
Publisher: Springer Netherlands
Date: 2014
Publisher: Informa UK Limited
Date: 10-09-2018
Publisher: Springer Fachmedien Wiesbaden
Date: 08-11-2014
Publisher: Springer Science and Business Media LLC
Date: 12-2003
DOI: 10.1007/BF03217379
Publisher: JSTOR
Date: 12-1998
DOI: 10.2307/1403517
Publisher: National Council of Teachers of Mathematics
Date: 2016
DOI: 10.5951/JRESEMATHEDUC.47.1.0028
Abstract: We analyzed the development of 4th-grade students' understanding of the transition from experimental relative frequencies of outcomes to theoretical probabilities with a focus on the foundational statistical concepts of variation and expectation. We report students' initial and changing expectations of the outcomes of tossing one and two coins, how they related the relative frequency from their physical and computersimulated trials to the theoretical probability, and how they created and interpreted theoretical probability models. Findings include students' progression from an initial apparent equiprobability bias in predicting outcomes of tossing two coins through to representing the outcomes of increasing the number of trials. After observing the decreasing variation from the theoretical probability as the s le size increased, students developed a deeper understanding of the relationship between relative frequency of outcomes and theoretical probability as well as their respective associations with variation and expectation. Students' final models indicated increasing levels of probabilistic understanding.
Publisher: SensePublishers
Date: 2012
Publisher: SAGE Publications
Date: 09-08-2021
DOI: 10.1177/00049441211036521
Abstract: Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.
Publisher: Informa UK Limited
Date: 1997
Publisher: Springer Science and Business Media LLC
Date: 08-12-2007
Publisher: SensePublishers
Date: 2014
Publisher: Wiley
Date: 05-2005
Publisher: Springer Science and Business Media LLC
Date: 09-2000
DOI: 10.1007/BF03217081
Publisher: Springer Science and Business Media LLC
Date: 11-07-2022
DOI: 10.1007/S41297-022-00167-7
Abstract: COVID-19 provided the world at large, including the world of mathematics education, with a challenge demanding attention and understanding. If met, this could potentially provide society with many of the skills needed to tackle the challenges of hyperobjects (Morton, 2013) such as climate change, which are potentially more threatening in the long-term. The COVID-19 context and the massive amount of data it has produced are the most recent ex les of the growing recognition that the school mathematics curriculum has a role to play outside of the pure mathematics classroom. This paper considers COVID-19 as a stimulus for increasing the importance of statistical literacy and data literacy in preparing society for coping with world crises. Topics considered include the importance of acknowledging statistics as a significant component of mathematical ways of knowing, the contextual motivation provided by the COVID-19 crisis, the importance of statistics and statistical literacy, the place of statistics in the wider school curriculum, and finally, its place in the classroom. These topics need to be taken into account by both policy makers and teachers.
Publisher: Informa UK Limited
Date: 20-01-2011
Publisher: Springer Science and Business Media LLC
Date: 12-1993
DOI: 10.1007/BF02357053
Publisher: National Council of Teachers of Mathematics
Date: 2000
DOI: 10.2307/749819
Publisher: Wiley
Date: 11-09-2012
Publisher: International Association for Statistical Education
Date: 28-02-2022
Abstract: STEM learning experiences at the school level provide both opportunities and challenges for exploring students’ understanding of statistical concepts. This report focuses on data handling and informal inference embedded in a STEM context, that is, of testing, adjusting, and retesting catapults. In particular, the learning goal was for Grade 4 (aged 9–10 years) students to build on their developing understanding of variation while learning about the science topic of force as demonstrated by two configurations of catapults causing ping pong balls to be launched different distances. This report focuses on the students’ experiences of variation that were associated with the activity from a structural perspective during implementation. The analysis, employing various aspects of the Structure of Observed Learning Outcomes, points to the potential contribution of multimodal functioning in identifying and characterizing understanding of variation in a new context. The activity took place with 50 students in two classes with data collected from student workbooks. Results suggest that meaningful engagement with context can provide support for developing understanding of the concept of variation.
Publisher: Springer Science and Business Media LLC
Date: 04-1997
DOI: 10.1007/BF03217125
Publisher: Springer Science and Business Media LLC
Date: 07-09-2023
Location: United States of America
No related grants have been discovered for Jane Watson.