An investigation into the statistics education of preservice mathematics teachers in an Irish university. (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). 327-328 (2016).

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Why is statistics perceived as difficult and can practice during training change perceptions? Insights from a prospective mathematics teacher. (English)

Teach. Math. Appl. 33, No. 4, 230-248 (2014).

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The role of prior mathematical experience in predicting mathematics performance in higher education. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 5, 648-667 (2014).

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If you’re doubting yourself then, what’s the fun in that? An exploration of why prospective secondary mathematics teachers perceive statistics as difficult. (English)

J. Stat. Educ. 21, No. 3, 26 p., electronic only (2013).

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An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics. (English)

J. Math. Teach. Educ. 16, No. 6, 427-449 (2013).

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Political polls and surveys. The statistics behind the headlines. (English)

Maasz, Jürgen (ed.) et al., Real-world problems for secondary school mathematics students. Case studies. Rotterdam: Sense Publishers (ISBN 978-94-6091-541-3/pbk; 978-94-6091-542-0/hbk; 978-94-6091-543-7/ebook). 123-135 (2011).

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Trends in the mathematical competency of university entrants in Ireland by leaving certificate mathematics grade. (English)

Teach. Math. Appl. 29, No. 2, 76-93 (2010).

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Trends in performance of science and technology students (1997‒2008) in Ireland. (English)

Int. J. Math. Educ. Sci. Technol. 41, No. 3, 323-339 (2010).

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