| 1. |
- Innabi, Hanan, 1962, et al.
(författare)
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Enrichment in school principals’ ways of seeing mathematics
- 2021
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Ingår i: International journal of mathematical education in science and technology. - 0020-739X. ; 52:10, s. 1508-1539
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Tidskriftsartikel (refereegranskat)abstract
- This study presents a case of a problem that did not originate in theory but rather ended in theory. It addresses the issue of the prevalent, traditional public view of the nature of mathematics and that of its teaching and learning that might hamper mathematics reform. In this study, we present a five-day professional development programme that was designed and conducted within the context of practice-oriented research to help elementary school principals to enrich their views of mathematics in order to see mathematics in a different way, more aligned with mathematics reform. Data was generated before, during, and at the end of this programme, and results showed significant enrichment in participants’ views of mathematics. By using the Variation Theory of Learning, this study aimed to understand how this programme of short duration can make a difference. The core tenet of Variation Theory is that people learn through experiencing differences and similarities (in this order). The Variation Theory of Learning is used as a lens to see the programme's framework, its activities, and outcomes. The analysis clarified that principals’ ways of seeing mathematics were enriched when they experienced patterns of variations and invariance, in particular, the pattern of contrast.
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| 2. |
- Innabi, Hanan, 1962, et al.
(författare)
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Sustainable Learning of Statistics
- 2023
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Ingår i: In: Burrill, G.F., de Oliveria Souza, L., Reston, E. (eds.), Research on Reasoning with Data and Statistical Thinking: International Perspectives. - : Springer Cham. - 1869-4918 .- 1869-4926. - 9783031294587 ; , s. 279-302
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Bokkapitel (refereegranskat)abstract
- Sustainable learning is learning that persists and grows over time. It continues beyond formal instruction, and what has been learned in one situation can be expanded and also used in other situations. We address one of the fundamental questions in statistics education research: What makes learning of statistics sustainable? Our conjecture is that enabling learners to focus on variability in statistics will most likely facilitate more sustainable learning of statistics. This conjecture has two sources of support. Learning and teaching of statistics involves two lines of reasoning: (1) deterministic, oriented towards exact numbers and causal explanations, and (2) stochastic, oriented towards uncertainty and variability, where both are important. However, there seem to be a general tendency among people to reason deterministically rather than stochastically. Research shows that a focus on variability in statistics can help in learning to reason stochastically. The second source concerns variation in learners’ experience. Research drawing upon phenomenography and Variation Theory argues that experiencing differences and similarities (in this order) is a necessary condition of learning. Further, we suggest that using Variation Theory as a pedagogical tool to emphasize variability in statistics to support students’ development of stochastic reasoning will potentially increase sustainable learning of statistics.
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| 3. |
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Stochastic and Deterministic Views of Statistics: A Pedagogical Perspective
- 2022
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Proceedings (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Learning and teaching statistics is a juxtaposition of two lines of reasoning—deterministic and stochastic. Research has shown that the deterministic line of reasoning is in a superior position to stochastic reasoning. Hence, the stochastic line of reasoning must be strengthened to create a better balance between the two lines in order to work toward better statistics learning and teaching. By placing greater emphasis on variability in the data, we will contribute to better stochastic reasoning. This paper adopts the variation theory of learning approach as a pedagogical tool to emphasize variability in statistics and to help students develop their stochastic reasoning. This, we claim, might lead to the sustainable learning of statistics.
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| 4. |
- Innabi, Hanan, 1962
(författare)
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Factors considered by secondary students when judging the validity of a given statistical generalization
- 2007
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Ingår i: International Electronic Journal of Mathematics Education (IEJME). - : Modestum Publishing Ltd. - 1306-3030. ; 3:2
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the factors that 12th grade students in the United Arab Emirates take into consideration when judging the validity of a given statistical generalization, particularly, in terms of the sample size and sample selection bias. The sample consisted of 360 students who had not studied sampling yet. Results show that a small percentage of the students take the sample size and selection bias into consideration properly. Many students based their judgment on their personal beliefs regardless of the properties of the selected sample. This study identified some pre-teaching misconceptions that students have with regard to sampling. Such misconceptions include ‘any sample represents the population’, and, ‘any sample does not represent the population’.
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| 5. |
- Innabi, Hanan, 1962, et al.
(författare)
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Gender differences in mathematics achievement in Jordan: A differential item functioning analysis of the 2015 TIMSS.
- 2018
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Ingår i: School Science and Mathematics. - : Wiley. - 0036-6803. ; 118:3-4, s. 127-137
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Tidskriftsartikel (refereegranskat)abstract
- This study is within the framework of the United Nations sustainable development goals related to equitable quality education. The total score on the 2015 Trends in International Mathematics and Science Study that indicated eighth‐grade girls in Jordan significantly outperformed boys is hiding many details related to the quality of mathematics learning that reflect a gender gap. Data were analyzed using the Mantel–Haenszel differential item functioning analysis procedure to investigate test items that favored either boys or girls. The results showed that boys were more likely than girls to correctly answer the more difficult, unfamiliar, life‐related mathematical problems. In contrast, girls were more likely than boys to correctly answer the familiar, less difficult, and not life‐related problems. Some recommendations were suggested to diminish this gender gap that goes each way.
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| 6. |
- Innabi, Hanan, 1962
(författare)
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Gender gap in mathematics achievement in Jordan
- 2017
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Ingår i: Proceedings of the 14th International Conference of mathematics education for the future project. J. Morska & A. Rogerson (Eds). - Hungary. - 9783959870450
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Konferensbidrag (refereegranskat)abstract
- This paper presents results from two studies on the role of gender in students’ mathematical performance in Jordan. Data from the Trends in International Mathematics and Science Study (TIMSS) for eighth-grade students from 1999 and 2015 were subjected to Mantel-Haenszel (MH) Differential Item Functioning (DIF) analysis in two different studies to investigate whether the test items favored boys or girls. In both studies, the results revealed that around one third of the items showed gender-related DIF distribution favoring boys and girls equally. Both studies found that boys had more chances than girls to correctly answer unfamiliar items, while girls had more chances to correctly answer familiar items.
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| 7. |
- Innabi, Hanan, 1962
(författare)
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Modifying the Traditional Public View of Mathematics
- 2018
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Ingår i: I Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter (red.), Proceedings of the 42nd conference of the international group for the psychology of mathematics education, July 3-8, Umeå, Sweden. - Umeå : PME. - 0771-100X. - 9789176019061
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Konferensbidrag (refereegranskat)abstract
- The goal of this paper is to make the mathematics education community aware of the importance of modifying the traditional public view of mathematics. Generally, people find mathematics to be a difficult, mysterious, unpleasant, and elitist computational discipline with unchangeable rules and a collection of facts to be memorized. These widespread views contradict the new orientation of educational reforms in mathematics. As long as these misconceptions remain common within the educational community, mathematics reform will continue to face considerable difficulties. For instance, as long as parents believe their children are doing well in mathematics just because they can do the computations quickly and precisely, home support for reforms will probably remain minimal (Nanna, 2016).
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| 8. |
- Innabi, Hanan, 1962, et al.
(författare)
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Patterns of Variation in the Work of “Mathematics in the City project”: A Suggested Research Question
- 2019
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Ingår i: The Mathematics Education for the Future Project – Proceedings of the 15th International Conference. August 4-9, 2019 at Maynooth University, Kildare, Ireland. Rogerson, A., & Morska, J. (red.). - Münster, Germany : WTM Verlag. - 9783959871112
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Konferensbidrag (refereegranskat)abstract
- The framework of this paper is based on the variation theory (VT), which explains the necessary conditions for learning. According to this theory, students have to experience patterns of variation for learning to take place. This paper highlights the patterns of variation that can be found in the work of the “Mathematics in the City” (MitC) project. Some examples are presented, and a research question is proposed related to using VT as a tool to analyze students’ learning in the MitC classrooms.
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| 9. |
- Innabi, Hanan, 1962
(författare)
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Teaching statistics and sustainable learning.
- 2021
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Ingår i: The 14 th International Congress on Mathematical Education.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper aims to bring the attention to an important idea related to teaching statistics and sustainable learning. We claim that teaching statistics by considering variation in data and distribution might help students to strengthening their generic learning and to sustain it. Sustainable learning is used in the meaning of the generative learning that continue and prepare students for the future. The variation theory of learning is used as a framework of this paper.
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| 10. |
- Innabi, Hanan, 1962
(författare)
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Teaching Statistics for Sustainability
- 2018
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Ingår i: 10th International Conference on Teaching Statistics“Looking back, looking forward”. ICOTS10, Kyoto, Japan 8-13 July 2018. - Voorburg, The Netherlands: : International Statistical Institute. iase-web.org.
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Konferensbidrag (refereegranskat)abstract
- The concept of sustainability is viewed as spirally shaped, it continues to grow and expand upon its original meaning of remaining and continuing. The variation theory of learning has been adopted to explain teaching statistics for sustainability. The concern is the generative learning that continue and prepare for the future. For this to occur, a focus on variation thoughts in teaching and learning statistics is a necessary condition for all grades and levels. To teach variation in a powerful way, students’ awareness levels should be considered in regard to instruction and assessment. Dynamic visual tools are significant for helping students see variation . Also, Statistics has to be taught not as isolated discipline but rather within a context of complex real life issues.
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