What question did this study set out to answer?

To develop and evaluate an activity-based training program designed to enhance pre-service mathematics teachers' pedagogical competence and attitudes toward teaching secondary school statistics.

February 29, 2020Statistics Education Research JournalOpen Access

Improving Skills to Teach Statistics in Secondary School Through Activity-Based Workshops

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Authors

MFMaría Soledad Fernández CPCarlos Pomilio GCGerardo Cueto

Discussion

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Overview

Educational intervention demonstrates sustained classroom statistics instruction among mathematics teachers, highlighting the value of practical, data-driven training.

Key Points

To develop and evaluate an activity-based training program designed to enhance pre-service mathematics teachers' pedagogical competence and attitudes toward teaching secondary school statistics.
Designed a pedagogical intervention comprising two workshops and a supporting website focused on descriptive statistics, probability, real-world data analysis, games, and simulations.
Trained more than 500 pre-service mathematics teachers over several years.
Assessed immediate workshop perceptions and administered a follow-up survey 2 to 5 years post-intervention.
Participants rated the workshops favorably regarding content quality, practical relevance, and classroom applicability.
A long-term follow-up survey conducted 2 to 5 years later revealed that a majority of participating educators actively teach statistics in their secondary school classrooms.

Cite This Study

Fernández et al. (2020) studied this question.

synapsesocial.com/papers/6a8dce2f2c09e9072588dc5e https://doi.org/10.52041/serj.v19i1.124

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February 29, 2020Statistics Education Research JournalOpen Access

Improving Skills to Teach Statistics in Secondary School Through Activity-Based Workshops

View Full Paper

Ask AI

Bookmark

Authors

MFMaría Soledad Fernández CPCarlos Pomilio GCGerardo Cueto

Discussion

Member takes

Overview

Educational intervention demonstrates sustained classroom statistics instruction among mathematics teachers, highlighting the value of practical, data-driven training.

Key Points

To develop and evaluate an activity-based training program designed to enhance pre-service mathematics teachers' pedagogical competence and attitudes toward teaching secondary school statistics.
Designed a pedagogical intervention comprising two workshops and a supporting website focused on descriptive statistics, probability, real-world data analysis, games, and simulations.
Trained more than 500 pre-service mathematics teachers over several years.
Assessed immediate workshop perceptions and administered a follow-up survey 2 to 5 years post-intervention.
Participants rated the workshops favorably regarding content quality, practical relevance, and classroom applicability.
A long-term follow-up survey conducted 2 to 5 years later revealed that a majority of participating educators actively teach statistics in their secondary school classrooms.

Cite This Study

Fernández et al. (2020) studied this question.

synapsesocial.com/papers/6a8dce2f2c09e9072588dc5e https://doi.org/10.52041/serj.v19i1.124

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