Examination of statistical thinking models [İstatistiksel düşünme modellerinin İncelenmesi]

Statistical thinking has gained importance recently. The purpose of the research study is to analyze terms associated with statistical thinking, statistical thinking models, and to examine differences among statistical thinking models. These models have been developed by researchers in order to identify species of statistical thinking and how the students solved problems. In addition, these models provide the material for educational research. In this study, five statistical thinking models are discussed compared by considering different aspects of these models. These statistical models are Ben-Zvi and Friedlander (1997), Wild and Pfannkuch (1999), Jones et al (2000), Hoerl and Snee (2001) and Mooney (2002). This study provides researchbased knowledge that can be used by teachers and researchers to inform statistical thinking. If these models are known by teachers and researchers, they can be useful for overcoming the difficulties encountered in the teaching of statistics.

Dergi Adı Elementary Education Online
Dergi Cilt Bilgisi 12
Dergi Sayısı 3
Sayfalar 730 - 739
Yayın Yılı 2013
Eser Adı
[dc.title]
Examination of statistical thinking models [İstatistiksel düşünme modellerinin İncelenmesi]
Yazar
[dc.contributor.author]
Koparan T.
Yayın Yılı
[dc.date.issued]
2013
Yayın Türü
[dc.type]
article
Özet
[dc.description.abstract]
Statistical thinking has gained importance recently. The purpose of the research study is to analyze terms associated with statistical thinking, statistical thinking models, and to examine differences among statistical thinking models. These models have been developed by researchers in order to identify species of statistical thinking and how the students solved problems. In addition, these models provide the material for educational research. In this study, five statistical thinking models are discussed compared by considering different aspects of these models. These statistical models are Ben-Zvi and Friedlander (1997), Wild and Pfannkuch (1999), Jones et al (2000), Hoerl and Snee (2001) and Mooney (2002). This study provides researchbased knowledge that can be used by teachers and researchers to inform statistical thinking. If these models are known by teachers and researchers, they can be useful for overcoming the difficulties encountered in the teaching of statistics.
Kayıt Giriş Tarihi
[dc.date.accessioned]
2019-12-23
Açık Erişim Tarihi
[dc.date.available]
2019-12-23
Yayın Dili
[dc.language.iso]
eng
Konu Başlıkları
[dc.subject]
Mathematics education
Konu Başlıkları
[dc.subject]
Statistical thinking
Konu Başlıkları
[dc.subject]
Statistical thinking models
Haklar
[dc.rights]
info:eu-repo/semantics/closedAccess
ISSN
[dc.identifier.issn]
1305-3515
İlk Sayfa Sayısı
[dc.identifier.startpage]
730
Son Sayfa Sayısı
[dc.identifier.endpage]
739
Dergi Adı
[dc.relation.journal]
Elementary Education Online
Dergi Sayısı
[dc.identifier.issue]
3
Dergi Cilt Bilgisi
[dc.identifier.volume]
12
Tek Biçim Adres
[dc.identifier.uri]
https://hdl.handle.net/20.500.12628/5803
Görüntülenme Sayısı ( Şehir )
Görüntülenme Sayısı ( Ülke )
Görüntülenme Sayısı ( Zaman Dağılımı )
Görüntülenme
9
09.12.2022 tarihinden bu yana
İndirme
1
09.12.2022 tarihinden bu yana
Son Erişim Tarihi
08 Şubat 2024 07:29
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models statistical thinking researchers teachers research (2000) Mooney (1999) Pfannkuch (1997) (2001) (2002) statistics teaching encountered difficulties overcoming useful inform Ben-Zvi knowledge researchbased provides Friedlander Statistical aspects analyze differences examine associated purpose recently importance gained
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