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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).
Classification: D39 K49 K79
1
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).
Classification: C29 K19 D79
2
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).
Classification: C35 D30
3
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).
Classification: C29 K19 D79
4
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).
Classification: K49 C29 C39
5
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).
Classification: K40 K60 M70
6
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).
Classification: D65 D75
7
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).
Classification: D64 D65
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