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Collaborative Research: Adaptation Implementation of Activity Web-Based Materials Into Post-Calculus Introductory Prob

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Collaborative Research: Adaptation Implementation of Activity Web-Based Materials Into Post-Calculus Introductory Prob

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    1. Collaborative Research: Adaptation & Implementation of Activity & Web-Based Materials Into Post-Calculus Introductory Probability and Statistics Courses Tracy Goodson-Espy M. Leigh Lunsford Ginger Holmes Rowell

    2. A Collaborative Approach

    3. Project* Objectives To improve post-calculus students learning of probability & statistics. To provide students with better preparation for their future careers in mathematics & statistics, mathematics education, and computer science.

    4. The Materials for A&I A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, and Theory (SCMT) A. Rossman, B. Chance, K. Ballman NSF DUE-9950476 Virtual Laboratories in Probability and Statistics (VLPS) K. Siegrist NSF DUE-9652870

    5. Statistical Concepts, Methods, and Theory (SCMT): A Small Sample of Materials

    6. Virtual Laboratories in Probability & Statistics: An Example

    7. The A&I Cycle

    8. Courses for A&I

    9. Topics in ASUs Course

    10. An Example

    11. An Example

    12. Project Goals and Outcomes The development of post-calculus probability and statistics courses that produce well-educated students. The integration of technology and group-based activity work into the courses for the purpose of enhancing student learning. The enhancement of student communication skills through oral and written reports and presentations. The improvement and implementation of non-traditional assessment techniques for evaluating students. A contribution to the mathematics community discussion/research concerning what topics/materials/methods should be included in reform-oriented probability and statistics courses to improve overall student understanding of the subject.

    13. Assessment of A&I of Materials Will Use an Action Research Model* What is the problem? I.e., what is not working in the classroom? What technique can be used to address the learning problem? What type of evidence can be gathered to show whether the implementation is effective? What should be done next, based on what was learned? *1999 - R. delMas, J. Garfield, B. Chance

    14. Teaching Experiment Cycle

    15. Preliminary Survey Students in the project classes were given mid-term and final Class Activities Surveys. These surveys consisted of three parts: Section One asked a series of questions concerning students beliefs concerning his/her understanding of specific mathematics concepts covered in the course such as sample space, conditional probability, independence of events, probability laws, etc. The student was asked to rate their understanding on a 1-5 scale(L-H). Section Two included a series of questions that asked students to rate the functioning of the class in terms of class dynamics, group dynamics, instructional strategies used, amount of technology used, and the effectiveness of the technology for conveying ideas. Section Three included open-ended questions that solicited student opinions. This survey was also given to pre-project classes in Spring 2002.

    16. Further Data Acquisition During the spring term 2003, each project class will be observed repeatedly by the project evaluator. Individual videotaped teaching interviews will be conducted with selected students from each class and case studies will be developed from these interviews and the written artifacts of student work including, tests, homework, and reports.

    17. Dissemination Presentations at Professional Conferences In-Service Training for High School Statistics Teachers (Spring 2004) Summer Workshop for College Faculty (Summer 2004) Papers in Mathematics Education Journals Project Website: http://www.athens.edu/NSF_Prob_Stat/

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