id: 06617479
dt: a
an: 2016e.00872
au: Kim, Hyung Won; Fukawa-Connelly, Tim; Cook, Samuel A.
ti: Student understanding of symbols in introductory statistics courses.
so: Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics.
International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk;
978-3-319-23470-0/ebook). 163-174 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: K40 E40 D70
ut: statistical symbols; symbolic representation; symbolic fluency;
introductory statistical concepts
ci:
li: doi:10.1007/978-3-319-23470-0_21
ab: Summary: This study explores student understanding of the symbolic
representation system in statistics. Furthermore, it attempts to
describe the relation between student understanding of the symbolic
system and statistical concepts that students develop as the result of
an introductory undergraduate statistics course. The theory, drawn from
the notion of semantic function that links representations and
concepts, seeks to expand the range of representations considered in
exploring studentsâ€™ statistical proficiencies. Results suggest that
students experience considerable difficulty in making correct
associations between symbols and concepts; that they describe the
relationship as seemingly arbitrary; and that they are unlikely to
understand statistics as quantities that can vary. Finally, this study
describes studentsâ€™ need for robust knowledge of preliminary concepts
in order to understand the construct of a sampling distribution.
rv: