Developing students statistical reasoning par garfield joan (23 résultats)

Hardcover. Etat : very good. Used items may not include media like access codes or CDs. Fast shipping! Expedited orders take 1-3 business days! Media mail may take up to 5 business days.

Etat : New.

Dura. Etat : New. Etat de la jaquette : Nuevo. 0. Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students? learning. 740 gr. No Aplica (illustrateur). Libro.…

Etat : New.

Etat : New. In English.

Etat : As New. Unread book in perfect condition.

Etat : As New. Unread book in perfect condition.

Taschenbuch. Etat : Neu. Developing Students' Statistical Reasoning | Connecting Research and Teaching Practice | Joan Garfield (u. a.) | Taschenbuch | xii | Englisch | 2010 | Springer | EAN 9789048178629 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Etat : New. In English.

Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students' learning.This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book's message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: 'Is what I'm doing now really the best thing for my students What could I do better 'J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USAThis is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from theliterature should be tremendously helpful for those involved in teaching and researching introductory courses.Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA.…

Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students' learning.This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book's message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: 'Is what I'm doing now really the best thing for my students What could I do better 'J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USAThis is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from theliterature should be tremendously helpful for those involved in teaching and researching introductory courses.Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA.…

Etat : New. pp. 422.

Etat : New. pp. 424.

Etat : new. Questo è un articolo print on demand.

Etat : new. Questo è un articolo print on demand.

Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Summarizes an enormous number of research studies and highlights the important statistical concepts for teachers to emphasize, as well as reveal the interrelationships among conceptsMakes direct connections between the research results and practic.…

Gebunden. Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Summarizes an enormous number of research studies and highlights the important statistical concepts for teachers to emphasize, as well as reveal the interrelationships among conceptsMakes direct connections between the research results and practic.…

Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students' learning.This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book's message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: 'Is what I'm doing now really the best thing for my students What could I do better 'J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USAThis is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from theliterature should be tremendously helpful for those involved in teaching and researching introductory courses.Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USASpringer Nature Customer Service Center GmbH, Europaplatz 3, 69115 Heidelberg 420 pp. Englisch.…

Buch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students' learning.This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book's message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: 'Is what I'm doing now really the best thing for my students What could I do better 'J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USAThis is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from theliterature should be tremendously helpful for those involved in teaching and researching introductory courses.Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USASpringer Nature Customer Service Center GmbH, Europaplatz 3, 69115 Heidelberg 420 pp. Englisch.…

Etat : New. Print on Demand pp. 422 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Etat : New. Print on Demand pp. 424 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Etat : New. PRINT ON DEMAND pp. 422.

Etat : New. PRINT ON DEMAND pp. 424.