The purpose of this study was twofold: first to gather information regarding teaching of the introductory statistics courses at the university level in Iceland and to gain more insight about educational beliefs of those teaching these courses and to see how well their teaching is aligned with the Gu...
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| Format: | Text |
| Language: | English |
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| Online Access: | http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.204.9974 http://www.stat.auckland.ac.nz/%7Eiase/publications/icots8/ICOTS8_C218_BJORNSDOTTIR.pdf |
| Summary: | The purpose of this study was twofold: first to gather information regarding teaching of the introductory statistics courses at the university level in Iceland and to gain more insight about educational beliefs of those teaching these courses and to see how well their teaching is aligned with the Guidelines for the Assessment and Instruction in Statistics Education (GAISE, 2005). An online survey was used. Results suggest that the reform in statistics education that has taken place in the last three decades has not yet reach Iceland. The comparison with the GAISE recommendations supports this as it suggests that instructors of introductory statistics courses at the University level in Iceland are not aligned with the GAISE recommendations. The exception is the use of technology GAISE guideline. It appears that technology is well underway in introductory statistics courses taught at the University level in Iceland, with the exclusion of using technology in developing concepts in class. BACKGROUND In recent decades researchers have focused more on teachers ’ beliefs in regards to education. This increased interest in the topic has led to definitions of the concept by researchers. In spite of this work a consensus on the definition of what teachers ’ educational beliefs are is |
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