Abstract
The aim of this paper was to evaluate the cognitive component of Spanish prospective high school teachers about correlation and regression. The evaluation is based on the analysis of the cognitive suitability of a statistical project carried out by 65 students preparing to become mathematics teachers, after having previously worked with that project. The project is based on real data from the relationships of live expectancy with different indicators of human development, taken from the UN web server, and is intended to introduce correlation and regression in high school, The analysis of the participants’ written productions is used to assign a level in each indicator of cognitive suitability, which extends those proposed in a previous work. It also serves to identify examples of the cognitive component of teachers’ knowledge about correlation and regression.
Highlights
The teaching of statistics in secondary education is today widespread, due to the need to equip citizens with reasoning strategies that allow them to face decisions in the information society
The project is based on real data from the relationships of live expectancy with different indicators of human development, taken from the UN web server, and is intended to introduce correlation and regression in high school, The analysis of the participants’ written productions is used to assign a level in each indicator of cognitive suitability, which extends those proposed in a previous work
The didactic mechanism implemented for the training of teachers in this subject was adequate, both to motivate these participants and to evaluate and develop different aspects of their didactic-mathematical knowledge
Summary
The teaching of statistics in secondary education is today widespread, due to the need to equip citizens with reasoning strategies that allow them to face decisions in the information society. We observe the growing tendency to introduce the work with statistical projects, which allow students to better understand the usefulness of statistics as research instrument. Souza, Lopes, and Pfannkuch (2015) indicate that teachers may not be aware of the possibilities that statistical projects offer or the way they can be used to make sense of reality; it is important to immerse teachers in a reasoning and learning environment centred on this type of work. A current purpose of statistical education is making teachers to pay attention to the affective aspects related to statistics, given their impact on learning (Tishkovskaya & Lancaster 2012) and the fact that teachers can transmit their own attitudes or beliefs to the students (Estrada, Batanero & Lancaster, 2011) An effective teaching of statistics based on project work requires attending the education of teachers, as some may feel insecure when teaching the topic (Pierce & Chick, 2011), if they did not received enough didactic support along their period of education. Souza, Lopes, and Pfannkuch (2015) indicate that teachers may not be aware of the possibilities that statistical projects offer or the way they can be used to make sense of reality; it is important to immerse teachers in a reasoning and learning environment centred on this type of work.
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