Navigation: CAUSEweb -> Research -> Working Groups & Projects -> Salisbury University

Salisbury University (Maryland)

Faculty Members Involved in the Research Group

Randall Groth
Jennifer Bergner

Description of Research

This research has focused on various aspects of teaching and learning statistics. One aspect of the research has been designing experiences that help students engage in authentic data analysis activities. Another area of work has been mapping the structure of students' statistical thinking for various topics, including measures of center and study design. Particular attention has been given to the investigation of pre-service teachers' statistical knowledge for teaching.

Website

Randall Groth's Homepage
faculty.salisbury.edu/~regroth

Selected Publications

• Groth, R.E. (in press). Analysis of an online case discussion about teaching stochastics. Mathematics Teacher Education and Development
• Groth, R.E. (in press). Reflections on a research-inspired lesson about fairness of dice. Mathematics Teaching in the Middle School
• Groth, R.E. & Bergner, J.A. (2006). Preservice elementary teachers' conceptual and procedural knowledge of mean, median, and mode. Mathematical Thinking and Learning, 8, 37-63.
• Groth, R.E. (2006). Engaging students in authentic data analysis. In G.F. Burrill & P.C. Elliot (Eds.), Thinking and reasoning with data and chance: Sixty-eighth annual yearbook of the National Council of Teachers of Mathematics (pp. 41-48). Reston, VA: National Council of Teachers of Mathematics.
• Groth, R.E. (2005). An investigation of statistical thinking in two different contexts: Detecting a signal in a noisy process and determining a typical value. Journal of Mathematical Behavior, 24, 109-124.
• Groth, R.E., & Bergner, J.A. (2005). Preservice elementary school teachers' metaphors for the concept of statistical sample. Statistics Education Research Journal, 4 (2), 27-42.
• Groth, R.E. (2003). High school students' levels of thinking in regard to statistical study design. Mathematics Education Research Journal, 15, 252-269.