The Role of Technology in the Introductory Statistics Classroom: Reality and Potential
PROCEEDINGS
Maria Meletiou, Margaret Myers, University of Texas at Austin, United States ; Carl Lee, Central Michigan University, United States
International Conference on Mathematics / Science Education and Technology, ISBN 978-1-880094-34-1 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
This paper compares the learning experience of a group of students from a technology based introductory statistics course, with that of a group of students from non-technology based instruction. Findings indicate that the use of technology had a positive impact on students' motivation, on their enjoyment and appreciation of statistics, and gave them increased exposure and familiarity with the practical aspects of the subject. At the same time, confusion about the nature and purpose of inferential statistics was observed in both groups, which led to some conjectures regarding possible obstacles to students' better comprehension of statistical concepts. The study makes the hypothesis that the linear and consecutive way in which the different statistical ideas are presented causes students' knowledge to become compartmentalized. Finally, it suggests the need for moving away from traditional approaches that project a static view of reality towards new, dynamic technology based approaches of teaching statistics.
Citation
Meletiou, M., Myers, M. & Lee, C. (1999). The Role of Technology in the Introductory Statistics Classroom: Reality and Potential. In Proceedings of International Conference on Mathematics / Science Education and Technology 1999 (pp. 292-297). Association for the Advancement of Computing in Education (AACE). Retrieved August 7, 2024 from https://www.learntechlib.org/primary/p/9115/.
© 1999 Association for the Advancement of Computing in Education (AACE)
