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- W2188059311 abstract "The development of technology tools has created many possibilities for the introductory statistics classroom, but student learning outcomes may be influenced by how instructors use technology in their teaching. The Statistics Teaching Inventory (STI) was developed to assess introductory statistics instructors’ practices and beliefs as part of an NSF-funded project (e-ATLAS, DUE 1044812 & 1043141), to evaluate the effect of reform efforts in statistics education. The STI was administered to a national sample of teachers of introductory statistics courses across various disciplines in U.S. colleges and universities. Results from a preliminary sample of 96 instructors will be presented, and the relationship between technology use and pedagogical practices will be explored. BACKGROUND The use of technology in statistics education continues to have an increasing impact on how statistics is taught (Chance, Ben-Zvi, Garfield, & Medina, 2007). Not only do computer tools make it quicker and easier to perform calculations, but they also allow students to interactively explore statistical concepts. However, just because software includes features to help students visualize statistical concepts, it does not mean that instructors will fully utilize these features to build students’ conceptual understanding. Therefore, it is important to consider how teachers use software in statistics learning environments and how these uses are related to their pedagogical" @default.
- W2188059311 created "2016-06-24" @default.
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- W2188059311 date "2014-01-01" @default.
- W2188059311 modified "2023-09-23" @default.
- W2188059311 title "INTRODUCTORY STATISTICS INSTRUCTORS' PRACTICES AND BELIEFS REGARDING TECHNOLOGY AND PEDAGOGY" @default.
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