Analyzing the Statistical Reasoning Levels of Pre-Service Elementary School Teachers in the Context of a Model Eliciting Activity

Autor/inn/en	Alkas Ulusoy, Cigdem; Kayhan Altay, Mesture
Titel	Analyzing the Statistical Reasoning Levels of Pre-Service Elementary School Teachers in the Context of a Model Eliciting Activity
Quelle	In: International Journal of Research in Education and Science, 3 (2017) 1, S.20-30 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Preservice Teachers; Elementary School Teachers; Statistics; Abstract Reasoning; Elementary School Students; Elementary School Mathematics; Case Studies; Qualitative Research; Research Methodology; Foreign Countries; Mathematical Models; Mathematics Instruction; Mathematics Teachers; Content Analysis; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistik; Abstraktes Denken; Denken; Elementare Mathematik; Schulmathematik; Case study; Fallstudie; Case Study; Qualitative Forschung; Research method; Forschungsmethode; Ausland; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik; Inhaltsanalyse
Abstract	The purpose of this study is to analyze the statistical reasoning levels of preservice elementary school teachers. With this purpose, pre-service teachers consisting of 29 groups worked on a model eliciting activity (MEA) in scope of an elective course they were taking. At the end of the class, they were asked to present their solutions while working on the MEA in form of a detailed report. The data of the study consisted of these reports and solution sheets. Content analysis method was used in the analysis of the data. As a result, it was found that when the participants were asked to interpret a data set in a table, they could not establish a relationship between measurements of central tendency and variation, and their reasoning was limited or mistaken. The general tendency when pre-service teachers encounter a data set is that they think the only value representing the data set is the arithmetic mean. Additionally, it was found that, although the pre-service teachers were able to correctly compute the measures of variation such as standard deviation and interquartile range, they did not have sufficient knowledge about what these measures tell us about the variation of the data set. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01