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- Bergman Ärlebäck, Jonas, 1972-, et al.
(författare)
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An instructional design perspective on data-modelling for learning statistics and modelling
- 2015
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Ingår i: Development of mathematics teaching: Design, Scale, Effects. - Umeå : Svensk förening för MatematikDidaktisk Forskning - SMDF. ; , s. 37-46, s. 37-46
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Konferensbidrag (refereegranskat)abstract
- This theoretical and methodological paper discusses the emerging theoretical framing and methodological considerations in our efforts to develop a theoretical approach supporting instructional design for teaching and learning statistics and mathematical modelling. From an instructional design point of view aligned with the goals in governing curricula documents and real classroom constraints, we argue for the integration of the models and modelling perspective on teaching and learning mathematics with a data-modelling approach to facilitate students’ learning statistics and mathematical modelling. An application of the framework is given and future research discussed.
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| 3. |
- Bergman Ärlebäck, Jonas, et al.
(författare)
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An instructional design perspective on datamodelling for learning statistics and modelling
- 2014
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Konferensbidrag (refereegranskat)abstract
- This theoretical and methodological paper discusses the emerging theoretical framing and methodological considerations in our efforts to develop a theoretical approach supporting instructional design for teaching and learning statistics and mathematical modelling. From an instructional design point of view aligned with the goals in governing curricula documents and real classroom constraints, we argue for the integration of the models and modelling perspective on teaching and learning mathematics with a data-modelling approach to facilitate students’ learning statistics and mathematical modelling. An application of the framework is given and future research discussed.
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| 5. |
- Blomberg, Per, 1969-, et al.
(författare)
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Learning opportunities for pre-service teachers to develop pedagogical content knowledge for statistical inference
- 2022
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Ingår i: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). - : European Society for Research in Mathematics Education. - 9791221025378 ; , s. 821-828
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Konferensbidrag (refereegranskat)abstract
- Recently, researchers have encouraged the teaching of statistical inference to students at all levels. However, what constitutes pre-service teachers’ pedagogical content knowledge for statistical inference has not yet been given specific attention in research. This paper presents a qualitative study of pre-service teachers participating in a collaborative learning setup in a mathematics course to be prepared for teaching statistics in primary school aged 6–10 years. The study reported here is the first cycle of a design research project. This first-phase study explores how pre-service teachers’ pedagogical content knowledge for statistical inference can be developed during their mathematics course. The findings show that pre-service teachers’ learning opportunities regarding pedagogical content knowledge for statistical inference are insufficient. Based on the initial results, an initial conjecture map was constructed that guides the forthcoming design cycle.
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| 6. |
- Nilsson, Per, 1967-, et al.
(författare)
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Exploring realistic Bayesian modeling situations
- 2014
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Ingår i: Sustainability in statistics education. - Flagstaff : ISI/IASE.
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Konferensbidrag (refereegranskat)abstract
- The study reported in the present paper is part of a larger project, which aims to explore possibilities and challenges in developing a teaching practice that supports students’ ability to model random dependent situations by a Bayesian approach. A central premise is that modeling should be based on situations that appear realistic to the students. Given this premise, the specific purpose of the present study is to identify and characterize uncertain situations that are realistic and suitable for a Bayesian treatment. The study involves reviewing some of the literature related to Bayesian applications. Based on that review we distinguish detecting (test) situations and construction composition situations as two general types of Bayesian modeling situations.
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| 7. |
- Blomberg, Per, 1969-
(författare)
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A comparison of two frameworks for the analysis of knowledge and skills for teaching statistics – MKT vs. RCM for PCK
- 2022
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Ingår i: The relation between mathematics education research and teachers’ professional development. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402452 ; , s. 132-132
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Konferensbidrag (refereegranskat)abstract
- This presentation is part of a Ph.D. project that aims to increase knowledgeabout how to support the development of teacher students’ pedagogical contentknowledge (PCK) for teaching statistical inference. Dealing with the existingdiversity of theoretical approaches is a well-known challenge for the researchcommunity. The focus of this short presentation is to compare two reputable frameworks: Mathematical knowledge for teaching (MKT) and Refinedconsensus model (RCM) for pedagogical content knowledge. This comparisonwill highlight their contributions, merits, shortcomings, and possible connections to evaluate and guide an ongoing teaching and learning design in teachereducation for primary school.
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