id: 06586009
dt: j
an: 2016d.00816
au: Cook, Samuel A.; Fukawa-Connelly, Timothy
ti: The incoming statistical knowledge of undergraduate majors in a department
of mathematics and statistics.
so: Int. J. Math. Educ. Sci. Technol. 47, No. 2, 167-184 (2016).
py: 2016
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: K45 C35
ut: undergraduate students; incoming knowledge; centre; mean; median; standard
deviation
ci:
li: doi:10.1080/0020739X.2015.1060642
ab: Summary: Studies have shown that at the end of an introductory statistics
course, students struggle with building block concepts, such as mean
and standard deviation, and rely on procedural understandings of the
concepts. This study aims to investigate the understandings entering
freshman of a department of mathematics and statistics (including
mathematics education), students who are presumably better prepared in
terms of mathematics and statistics than the average university
student, have of introductory statistics. This case study found that
these students enter college with common statistical misunderstandings,
lack of knowledge, and idiosyncratic collections of correct statistical
knowledge. Moreover, they also have a wide range of beliefs about their
knowledge with some of the students who believe that they have the
strongest knowledge also having significant misconceptions. More
attention to these statistical building blocks may be required in a
university introduction statistics course.
rv: