|
|||||
|
|
Student Reactions to Learning About Probability and Statistics: Evaluating the Quantitative Literacy Project |
|
| Authors: | Joan Garfield Andrew Ahlgren |
| Affiliation: | 1. The General College University of Minnesota 340 Apppleby Hall, 128 Pleasant St. S.E., University of Minnesota, Minneapolis, MN 55455 American Association for the Advancement of Science, 1333 H. Street N.W., Washington, D.C. 20005.;2. Project 2061 AAAS 340 Apppleby Hall, 128 Pleasant St. S.E., University of Minnesota, Minneapolis, MN 55455 American Association for the Advancement of Science, 1333 H. Street N.W., Washington, D.C. 20005. |
| Abstract: | The NCTM “Curriculum and Evaluation Standards for School Mathematics” (1989) reflect the current movement to introduce probability and statistics in the precollege curriculum. These standards include topics and principles for instruction in probability and statistics which are included in the Quantitative Literacy Project (QLP) curriculum materials. This paper presents results of a survey which explored the successes of the QLP materials in terms of student reactions to instruction in probability and statistics. A student survey of 917 students of teachers trained in QLP workshops assessed how students regarded the instructional materials in general, how well they liked learning topics in probability and statistics, and how well they believed that they had learned the content. Results indicated that students have mostly positive attitudes towards learning statistics. However, fewer students felt it was useful to learn about these topics. An increase in positive attitudes with grade level suggests the topics may be received more favorably and, therefore, may more appropriately be used in higher grades. |
| Keywords: | |