
06474295
a
2015e.00258
Bruff, Derek
Conceptual or computational? Making sense of reading questions in an inverted statistics course.
Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and learning in mathematics. Washington, DC: The Mathematical Association of America (MAA) (ISBN 9780883851937/pbk; 9781614443186/ebook). MAA Notes 83, 127136 (2015).
2015
Washington, DC: The Mathematical Association of America (MAA)
EN
D20
D45
C35
C55
K15
U25
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
teachinglearning processes
academic approach
professional development
peer review
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.