id: 06474295
dt: a
an: 2015e.00258
au: Bruff, Derek
ti: Conceptual or computational? Making sense of reading questions in an
inverted statistics course.
so: Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and
learning in mathematics. Washington, DC: The Mathematical Association
of America (MAA) (ISBN 978-0-88385-193-7/pbk; 978-1-61444-318-6/ebook).
MAA Notes 83, 127-136 (2015).
py: 2015
pu: Washington, DC: The Mathematical Association of America (MAA)
la: EN
cc: D20 D45 C35 C55 K15 U25
ut: scholarship of teaching and learning; universities; educational research;
statistics course; textbooks; understanding; readability; questioning;
taxonomy; knowledge dimension; didactics of mathematics; educational
diagnosis; analysis of learning outcomes; evaluation; teaching-learning
processes; academic approach; professional development; peer review
ci:
li:
ab: Summary: In this chapter the author describes his project, trying to get
students to read a mathematics textbook more effectively. His report
discusses working with existing data, identifying patterns within
qualitative data, and trying to approximate a control group experiment
within a single course. He also obtained a surprising result that has
implications for the teaching of conceptual and computational material
in statistics courses. His project also illustrates the interplay
between the What is? and What works? questions in the SoTL taxonomy.
rv: