Ortaokul Matematik Öğretmenlerinin İstatistik Öğretimlerinin Değerlendirilmesi: İhtiyaç Analizi Çalışması

Year 2023, Volume: 11 Issue: 2, 261 - 279, 20.12.2023

Zeynep Özmen Adnan Baki Bülent Güven Beyda Topan Esra Bukova Guzel Ramazan Gürbüz

https://doi.org/10.52826/mcbuefd.1373632

Abstract

Bu çalışmada ortaokul matematik derslerindeki istatistik öğretimlerinin incelenmesi ve GAISE II raporunda yer verilen öğretimsel öneriler kapsamında genel bir resminin ortaya koyulması amaçlanmıştır. Araştırmanın örneklemini 6 ortaokul matematik öğretmeni oluşturmaktadır. Araştırmada öğretmenlerin istatistik öğretimlerinin değerlendirilmesinde nitel araştırma yöntemlerinden durum çalışması benimsenmiştir. Araştırmanın verileri 6 öğretmenin 30 ders saatlik gözlemleri, gözlemlerden yansımaları içeren alan notları ve derslerde dikkat çeken durumlar üzerine öğretmenlerle yapılan mülakatlardan elde edilmiştir. Gözlemlerden sonra, içerik analizi yapılmıştır. Bununla birlikte derslerde yer verilen öğretimsel uygulamalarda ortaya çıkan temaların istatistik öğretimi için önemli tavsiyeler sunan GAISE raporlarında yer verilen öğretimsel öneriler kapsamında da değerlendirmesi yapılmıştır. Çalışmanın sonucunda, öğretmenlerin öğretimsel uygulamalarında istatistik eğitimi için anahtar nitelik gösteren bağlam, değişim ve çıkarım gibi temel fikirlerin ön planda olmadığı görülmüştür. İstatistik öğretimlerinde işlemsel anlayıştan sıyrılarak kavramsal anlamayı merkeze alan, çıkarım, değişim ve temsil gibi anahtar fikirleri temel alan öğrenme ortamlarının tasarlanması ve yansımaların değerlendirilmesine yönelik çalışmalar yürütülebilir.

Keywords

GAISE raporu, Ortaokul matematik öğretmenleri, Öğretimsel öneriler, İstatistik öğretimi

Project Number

TÜBİTAK 220K338 nolu projeden üretilmiş bir yayındır.

An Evaluation of Statistics Lessons at Secondary School Mathematics Teachers: A Need Analysis Study

Abstract

In the present study, it was aimed to examine the teaching of statistics in secondary school mathematics courses and to present a general picture within the scope of the instructional recommendations in GAISE-II report. The sample of the study consists of 6 secondary school mathematics teachers. In the study, case study, one of the qualitative research methods, was adopted in the evaluation of teachers' statistics teaching. The data of the study was obtained from the observations of 6 teachers, field notes including the reflections from the observations and interviews with the teachers on the situations that attracted attention in the courses. After the observation content analysis was conducted. Also, themes obtained from practices in statistics courses were evaluated through instructional recommendations in GAISE report. As a result of the study, it was observed that basic ideas such as context, change and inference, which are key for statistics education, were not at the forefront in the instructional practices of the teachers. Studies can be carried out to design learning environments that move away from the procedural understanding of statistics teaching, center conceptual understanding, based on key ideas such as inference, change and representation, and to make reflections from such learning environments.

Keywords

Statistics teaching, GAISE report, Secondary School Mathematics teachers, Instructional recommendations

Project Number

TÜBİTAK 220K338 nolu projeden üretilmiş bir yayındır.

References

• Aliaga, M., Cuff, C., Garfield, J., Lock, R., Utts, J. & Witmer, J. (2005). Guidelines for assessment and instruction in statistics education (GAISE): College report. American Statistical Association. Erişim Adresi: http://www.amstat.org/education/gaise/.
• Bansilal, S. & Fielding, J., Geiger V., North, D., Porciuncula, M., Schreiber, K., Gal, I. (2022). A multi-country study of teachers’ beliefs about implications of COVID-19 for changing the teaching of statistics and mathematics. Paper presented at the Eleventh International Conference on Teaching Statistics (ICOTS-11), Rosario, Argentina.
• Bargagliotti, A., Franklin, C., Arnold, P., Gould, R., Johnson, S., Perez, L. & Spangler, D. (2020). Pre-K-12 guidelines for assessment and instruction in statistics education (GAISE) report II. American Statistical Association and National Council of Teachers of Mathematics. Erişim Adresi: https://www.amstat.org/asa/files/pdfs/GAISE/GAISEIIPreK-12_Full.pdf
• Batanero, C. & Díaz, C. (2010). Training teachers to teach statistics: What can we learn from research? Statistique et Enseignement, 1(1), 5-20.
• Ben-Zvi, D. & Makar, K. (2016). International perspectives on the teaching and learning of statistics. D. Ben-Zvi & K. Makar (Ed.), The teaching and learning of statistics içinde (pp. 1-10). New York: Springer
• Burrill, G. & Biehler, R. (2011). Fundamental statistical ideas in the school curriculum and in training teachers. C. Batanero, G. Burrill & C. Reading (Ed.), Teaching statistics in school mathematics-challenges for teaching and teacher education: A Joint ICMI/IASE Study içinde (pp. 57-69). Dordrecth: Springer.
• Carvalho, C. (2008). Collaborative work in statistics classes: Why do it? Paper presented the ICMI Study 18 Conference and IASE 2008 Round Table Conference (Joint ICMI/IASE Study Statistics in School Mathematics. Challenges for Teaching and Teacher Education), Mexico.
• Carver, R., Everson, M., Gabrosek, J., Horton, N., Lock, R., Mocko, M., Rossman, A., Roswell, G. H. velleman, P., Witmer, J. & Wood, B. (2016). Guidelines for assessment and instruction in statistics education (GAISE) college report 2016. Erişim Adresi: https://www.amstat.org/docs/default-source/amstat-documents/gaisecollege_full.pdf
• Chick, H. L. & Pierce, R. U. (2008). Teaching statistics at the primary school level: Beliefs, affordances, and pedagogical content knowledge. Paper presented at the ICMI Study 18 Conference and IASE 2008 Round Table Conference (Joint ICMI/IASE Study) Statistics in School Mathematics. Challenges for Teaching and Teacher Education), Mexico.
• Cobb, G. (2007). One possible frame for thinking about experiential learning. International Statistical Review, 75(3), 336–347.
• Creswell, J. W. (2007). Qualitative research and survey design: Choosing among five approaches. Thousand Oaks, CA: Sage
• Curcio, F. R. (1987). Comprehension of mathematical relationships expressed in graphs. Journal for Research in Mathematics Education, 18, 382-393.
• Dahlstrom-Hakki, I. & Wallace, M. L. (2022). Teaching statistics to struggling students: Lessons learned from students with LD, ADHD, and autism. Journal of Statistics and Data Science Education, 30(2), 127-137.
• Engledowl, C. & Tarr, J. E. (2020). Secondary teachers’ knowledge structure for measures of center, spread & shape of distribution supporting their statistical reasoning. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(2), 146-167.
• Estrella, S., Olfos, R. & Mena-Lorca, A. (2015). Pedagogical content knowledge of statistics among primary school teachers. Educação e Pesquisa, 41(2), 478-492.
• Flores, A., Parker-Cappiello, L. & Quintanilla-Salinas, I., (2023). Challenges and successes of emergency online teaching in statistics courses. Journal of Statistics and Data Science Education, https://doi.org/10.48550/arXiv.2302.01476
• Franklin, C., Kader, G., Mewborn, D. S., Moreno, J., Peck, R., Perry, M. & Scheaffer, R. (2007). Guidelines for assessment and instruction in statistics education (GAISE) report: A pre-K-12 curriculum framework. Alexandria, VA: American Statistical Association. Erişim Adresi: http://www.amstat.org/education/gaise/GAISEPreK12_Intro.pdf.
• Gal, I. (2002). Adults' statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70(1), 1-51.
• Gal, I. (2019). Understanding statistical literacy: About knowledge of contexts and models. J. M. Contreras, M. M. Gea, M. M. López-Martín & E. Molina-Portillo (Ed.), Actas del tercer congreso internacional virtual de educación estadística içinde. www.ugr.es/local/fqm126/civeest.html adresinden 5 Mart 2022 tarihinde erişilmiştir.
• Garfield, J. & Ben-Zvi, D. (2008). Preparing school teachers to develop students’ statistical reasoning. C. Batanero, G. Burrill & C. Reading & A. Rossman (Ed.) Teaching statistics in school mathematics-challenges for teaching and teacher education, A Joint ICMI/IASE study içinde (pp.187-198). Springer.
• Güven, B., Öztürk, T. & Özmen, Z. M. (2015). Ortaokul sekizinci sınıf öğrencilerinin istatistiksel süreçteki deneyimlerinin incelenmesi. Eğitim ve Bilim, 40(177), 343-363.
• Henriques, A. & Ponte, J. P. (2014). Preparing teachers to teach statistics: Developing professional knowledge and practice. Paper presented at the Ninth International Conference on Teaching Statistics (ICOTS-9), Arizona, USA.
• Jacobbe, T. (2007). Elementary school teachers' understandıng of essential topics in statistics and the influence of assessment instruments and a reform curriculum upon their understanding (Unpublished doctoral dissertation). Graduate School of Clemson University, USA.
• Koparan, T. (2012). Proje tabanlı öğrenme yaklaşımının öğrencilerin istatistik okuryazarlığı seviyelerine ve istatistiğe yönelik tutumlarına etkisi (Yayımlanmamış doktora tezi). Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
• Kuzle, A. & Biehler, R. (2015). Examining mathematics mentor teachers’ practices in professional development courses on teaching data analysis: Implications for mentor teachers’ programs. ZDM Mathematics Education, 47(1), 39–51.
• Lübke, K. & Gehrke, M. (July). Now is the time for causal inference in introductory statistics. IASE Roundtable Conference, Online. Macey, D. & Rycroft-Smith L. (2022). The keys to the kingdom: why we can’t ignore assessment if we care about real improvement in the teaching and learning of statistics. Paper presented at the Eleventh International Conference on Teaching Statistics (ICOTS-11), Rosario, Argentina.
• Makar, K. & Fielding-Wells, J. (2011). Teaching teachers to teach statistical investigations. C. Batanero, G. Burrill & C. Reading (Eds.), Teaching statistics in school mathematics: Challenges for teaching and teacher education. A joint ICMI/IASE study: The 18th ICMI study içinde (pp. 347-358). The Netherlands: Springer.
• Mokros, J. & Russell, S. J. (1995). Children's concepts of average and representativeness. Journal for Research in Mathematics Education, 26(1), 20-39.
• Newton, J., Dietiker, L. & Horvath, A. (2011). Statistics education in the United States: Statistical reasoning and the statistical process. C. Batanero, G. Burrill & C. Reading (Ed.), Teaching statistics in school mathematics- Challenges for teaching and teacher education içinde (pp. 5-8). 18. ICMI / IASE.
• Özmen, Z. M. (2015). Farklı lisans programlarında okuyan öğrencilerin istatistik okuryazarlığının incelenmesi (Yayınlanmamış doktora tezi). Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
• Özmen, Z. M. & Güven, B. (2023). İstatistiğin doğası ve öğretimi. B. Güven, Özmen, Z. M., Gürbüz, R. & Akkan, Y. (Ed.), Teoriden pratiğe olasılık ve istatistik öğretimi içinde (s. 1-16). Ankara: Vizetek.
• Patel, A. & Pfannkuch, M. (2022). A framework for capturing the development of statistical concepts. Paper presented at the Eleventh International Conference on Teaching Statistics (ICOTS-11), Rosario, Argentina.
• Pfannkuch, M. & Ben-Zvi, D. (2011). Developing teachers’ statistical thinking. C. Batanero, G. Burrill & C. Reading (Ed.), Teaching statistics in school mathematics-challenges for teaching and teacher education: A Joint ICMI/IASE Study içinde (pp. 323-333). Dordrecth: Springer.
• Quintas, S., Tomás Ferreira, R. & Oliveira, H. (2014). Attending to students’ thinking on bivariate statistical data at secondary level: Two teachers’ pedagogical content knowledge. In K. Makar, B de Sousa & R. Gould (Ed.), Sustainability in statistics education. Proceedings of the 9th International Conference on Teaching Statistics (ICOTS9). Flagstaff, Arizona, USA: Voorbung, The Netherlands: International Statistics Institute.
• Raman, R., Utts, J., Cohen, A. I. & Hayat, M. J. (2023) Integrating ethics into the guidelines for assessment and instruction in statistics education (GAISE), The American Statistician, 77(3), 323–330.
• Rodrigues, B. M. B. & Ponte, J. P. M. (2022). Teacher education and didactics knowledge to teach statistics: A case study. European Journal of Science and Mathematics Education, 10(2), 225-242.
• Rumsey, D. J. (2002). Statistical literacy as a goal for introductory statistics courses. Journal of Satistics Education, 10(3). https://doi.org/10.1080/10691898.2002.11910678
• Saidi, S. S. & Siew, N. M. (2022). Assessing secondary school students’ statistical reasoning, attitude towards statistics, and statistics anxiety. Statistics Education Research Journal, 21(1). https://doi.org/10.52041/serj.v21i1.67.
• Toluk-Uçar, Z. & Akdoğan, E. N. (2009). 6-8. sınıf öğrencilerinin ortalama kavramına yüklediği anlamlar. İlköğretim Online, 8(2), 391-400.
• Topan, B. (2019). Ters-yüz sınıf modeline göre tasarlanan öğrenme ortamının ortaokul öğrencilerinin istatistik okuryazarlık seviyelerine etkisi (Yayımlanmamış doktora tezi). Trabzon Üniversitesi Lisansüstü Eğitim Enstitüsü, Trabzon.
• Topan, B. (2023). İstatistiksel araştırma süreci. B. Güven, Özmen, Z. M., Gürbüz, R. & Akkan, Y. (Ed.), Teoriden pratiğe olasılık ve istatistik öğretimi içinde (s. 47-62). Ankara: Vizetek.
• Uyanık, S. (2022). Ortaokul matematik öğretmenlerinin grafikler konusuna ilişkin öğretimlerinin grafik okuryazarlığı bağlamında değerlendirilmesi (Yayımlanmamış yüksek lisans tezi). Trabzon Üniversitesi Lisansüstü Eğitim Enstitüsü, Trabzon.
• Watson, J. M. (1997). Assessing statistical literacy using the media. I. Gal & J. B. Garfield (Ed.), The assessment challenge in statistics education içinde (pp. 107-121). Amsterdam: IOS Press, The International Statistical Institute.
• Watson, J. M. (2006). Statistical literacy at school: Growth and goals. New Jersey: Lawrence Erlbaum Associates.
• Weiland, T. & Sundani A. (2022). Towards a framework for developing a critical statistical literacy. Paper presented at the Eleventh International Conference on Teaching Statistics (ICOTS-11), Rosario, Argentina.
• Wessels, H. (2014). Developing statistical knowledge for teaching of variability through professional development. Paper presented the Ninth International Conference on Teaching Statistics (ICOTS-9), Arizona, USA.
• Wood, B. L., Mocko, M., Everson, M., Horton, N. J. & Velleman, P. (2018). Updated guidelines, udated curriculum: The GAISE college report and introductory statistics for the modern student. Chance, 31(2), 53-59.
• Verbisck, J., Bittar M., Bosch, M., Barquero, B. & Benito, R., (2022). Study and research paths for statistics teacher education at secondary school level: An exploratory study. Paper presented at the Eleventh International Conference on Teaching Statistics (ICOTS-11), Rosario, Argentina.
• Yaşar, H. (2023). Büyük ölçekli veri görselleştirmelerinin kullanıldığı ortamda öğrenci davranışlarının incelenmesi (Yayımlanmamış yüksek lisans tezi). Trabzon Üniversitesi Lisansüstü Eğitim Enstitüsü, Trabzon.
• Yeniçırak, Ö. (2020). Ortaokul matematik öğretmenlerinin veri işleme öğrenme alanına ilişkin öğretme pratikleri: Merkezi eğilim ölçüleri (Yayımlanmamış yüksek lisans tezi). Trabzon Üniversitesi Lisansüstü Eğitim Enstitüsü, Trabzon.
• Zawojewski, J. S. & Shaughnessy, J. M. (2000). Mean and median: Are they really so easy? Mathematics Teaching in the Middle School, 5(7), 436–440.