Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/61270
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Martin Andre | en |
dc.contributor.author | Lavicza, Zsolt | en |
dc.contributor.author | Prodromou, Theodosia | en |
local.source.editor | Editor(s): Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen and Michiel Veldhuis | en |
dc.date.accessioned | 2024-07-08T05:44:49Z | - |
dc.date.available | 2024-07-08T05:44:49Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education Editors:, v.11, p. 1-8 | en |
dc.identifier.isbn | 9789073346758 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/61270 | - |
dc.description.abstract | <p>Graphical representations of Open Data facilitate students’ personal engagement in discovering and exploring data and enable students to intuitively access certain statistical concepts. The aim of this study is to identify important patterns and fundamental limitations in the learning processes when students acquire deeper understanding of “big ideas of statistics” (Garfield & Ben-Zvi, 2008). The objective of the study is to nurture students’ intuitive knowledge (Fischbein, 1987) by using the software Gapminder for data visualization in classrooms. In this exploratory study 19 students aged 14-15 were guided through two lessons of 1 hour and 40 minutes, each, using the Gapminder tool and materials to explore and visualize sets of Open Data while working on several worksheets and test items developed by the research team. Findings of this initial study are being used to further conceptualize and design successive investigations.</p> | en |
dc.language | en | en |
dc.publisher | Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME | en |
dc.relation.ispartof | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education Editors: | en |
dc.title | Formalizing students’ informal statistical reasoning on real data: Using Gapminder to follow the cycle of inquiry and visual analyses | en |
dc.type | Conference Publication | en |
dc.relation.conference | Eleventh Congress oftheEuropeanSocietyforResearchinMathematicsEducation(CERME11) | en |
dcterms.accessRights | Gold | en |
local.contributor.firstname | Zsolt | en |
local.contributor.firstname | Theodosia | en |
local.profile.school | School of Education | en |
local.profile.email | tprodrom@une.edu.au | en |
local.output.category | E1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.conference.place | Utrecht, The Netherlands | en |
local.publisher.place | The Germany | en |
local.format.startpage | 1 | en |
local.format.endpage | 8 | en |
local.url.open | https://dspace.library.uu.nl/handle/1874/392120 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 11 | en |
local.title.subtitle | Using Gapminder to follow the cycle of inquiry and visual analyses | en |
local.access.fulltext | Yes | en |
local.contributor.lastname | Lavicza | en |
local.contributor.lastname | Prodromou | en |
dc.identifier.staff | une-id:tprodrom | en |
local.profile.orcid | 0000-0002-0685-7756 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:1959.11/61270 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Formalizing students’ informal statistical reasoning on real data | en |
local.output.categorydescription | E1 Refereed Scholarly Conference Publication | en |
local.conference.details | Eleventh Congress oftheEuropeanSocietyforResearchinMathematicsEducation(CERME11), Utrecht, The Netherlands | en |
local.search.author | Martin Andre | en |
local.search.author | Lavicza, Zsolt | en |
local.search.author | Prodromou, Theodosia | en |
local.uneassociation | Yes | en |
local.atsiresearch | No | en |
local.conference.venue | Freudenthal Group & Freudenthal Institute, Utrecht University | en |
local.sensitive.cultural | No | en |
local.year.published | 2019 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/ed7c4b18-8cd5-46ef-a2c8-07cb60c73acf | en |
local.subject.for2020 | 3901 Curriculum and pedagogy | en |
local.date.start | 2019-02-05 | - |
local.date.end | 2019-02-10 | - |
local.profile.affiliationtype | External Affiliation | en |
local.profile.affiliationtype | External Affiliation | en |
local.profile.affiliationtype | UNE Affiliation | en |
Appears in Collections: | Conference Publication School of Education |
Files in This Item:
File | Description | Size | Format |
---|
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.