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Students’ understanding of statistical terms having lexical ambiguity. (English)
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). 151-161 (2016).
Summary: The primary purpose of this research was to examine how students understand statistical terms having lexical ambiguity. Five statistical terms were chosen which have lexical ambiguity in Korean secondary school mathematics. The sample consisted of 21st year undergraduate students in the Department of Mathematics Education at Seoul National University. The data were collected by surveys and interviews. This chapter shows the meanings of statistical terms given by the subjects. The study also describes the sentences which students made using each term. Analysis of data revealed that the ratio of the daily meaning definitions had relevance to the classification of terms having lexical ambiguity. Analysis of data revealed that the answers of each term were problematic for respective reasons.
Classification: K40 E40 D70
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