id: 06418752
dt: j
an: 2015b.00155
au: Fitzmaurice, Olivia; Leavy, Aisling; Hannigan, Ailish
ti: Why is statistics perceived as difficult and can practice during training
change perceptions? Insights from a prospective mathematics teacher.
so: Teach. Math. Appl. 33, No. 4, 230-248 (2014).
py: 2014
pu: Oxford University Press, Oxford; Institute of Mathematics and its
Applications (IMA), Southend-on-sea, Essex
la: EN
cc: C29 K19 D79
ut: statistics; probability; difficulties; teachersâ€™ perception; preservice
teachers; perception of difficulties; teacher knowledge; teaching
practice
ci:
li: doi:10.1093/teamat/hru010
ab: Summary: An investigation into prospective mathematics/statistics
teachersâ€™ ($n = 134$) conceptual understanding of statistics and
attitudes to statistics carried out at the University of Limerick
revealed an overall positive attitude to statistics but a perception
that it can be a difficult subject, in particular that it requires a
great deal of discipline and time to learn. This latter result
motivated a follow-up qualitative study ($n = 9$) to uncover the
factors contributing to positive attitude and the concomitant
perceptions of difficulty. What emerged was evidence of the lasting
impact secondary teachers and their perceptions of statistics had on
these students. The study also reveals the potential of teaching
practice to act as a vehicle to challenge the perceived difficulty of
learning statistics and provide prospective teachers with the
opportunity to develop confidence in statistics as both learners and
teachers.
rv: