Determination of the statistical literacy differences between mathematics and science teachers

2018-08-01
Karataş, Melike Dila
Akyüz, Didem
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The purpose of this research study is to investigate elementary school mathematics and science teachers' questioning, responses, and perceived influences about statistical situations and examine their different perspectives. To achieve this, an interview was conducted with mathematics and science teachers. The interview questions were prepared about statistical literacy that focus on real-world situations and definitions of statistical terms. The result of the study demonstrated statistical literacy differences not only for the context of real-life situations but also for the terms used in statistics. While mathematics teachers could answer the questions related to the terms about mean, median, mode; science teachers could explain the questions related to real life contexts that include statistical literacy. The results revealed that while mathematics teachers’ knowledge likely to be more theoretical, science teachers' knowledge seem to be more practical.
Data, Statistical literacy, Elementary school teachers, Mathematics and science
https://www.erpacongress.com/upload/dosya/erpa-2018-e-book-of-proceedings-2018_with-isbn_15bc882e42ce0a.pdf
https://hdl.handle.net/11511/86907
ERPA International Congresses on Education 2018
Department of Secondary Science and Mathematics Education, Conference / Seminar

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Citation Formats
M. D. Karataş and D. Akyüz, “Determination of the statistical literacy differences between mathematics and science teachers,” Istanbul, Turkey, 2018, p. 132, Accessed: 00, 2021. [Online]. Available: https://www.erpacongress.com/upload/dosya/erpa-2018-e-book-of-proceedings-2018_with-isbn_15bc882e42ce0a.pdf.
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