WHY DO STATISTICS EDUCATORS USE EXAMPLES TO TEACH<br>STATISTICS?


Authors: 
Sue Gordon and Jackie Nicholas
Pages: 
online
Year: 
2008
Publisher: 
Proceedings from the 6TH AUSTRALIAN CONFERENCE ON TEACHING STATISTICS (OZCOTS)
URL: 
http://silmaril.math.sci.qut.edu.au/ozcots2008/OZCOTS-08-Proceedings.pdf
Abstract: 

Examples have long been an integral component of statistics teachers' instructional repertoires<br>but tend to be in the background of pedagogical knowledge. We explore the diverse ways that<br>university statistics educators use examples, drawing on data from recent research (Gordon, Reid<br>&amp; Petocz, 2007). Three overlapping categories are proposed: examples are developed and<br>presented by educators in basic instruction, examples are generated by students, under teacher<br>direction, to aid learning and examples connect statistics with students' future professional work.<br>Expressions in the second category were sparse suggesting an opportunity for statistics educators<br>to develop teaching. We review models of exemplification in mathematics education and relate<br>these to the empirical findings to begin the development of a framework for characterising<br>examples in statistics education. We conclude that examples help promote statistical literacy.

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