• Journal of Digital Convergence
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• v.19 no.3
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• pp.99-108
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• 2021

The benefits of teaching learning materials to others have been shown on learning achievement. Anxiety is one of the obstacles in learning and it has been shown that math anxiety is strongly associated with math achievement. Thus, the aim of this study was to investigate whether teaching others benefits math anxiety when university students learn statistics. 59 students who enrolled in statistics class participated and 30 students performed group assignment of teaching peer in a group and 29 students did not. Other than group assignments, the instructor, lectures, assignment of solving the problems, and exams were all the same. The results showed that the math anxiety of students who did group assignments of teaching was decreased at the end the semester. Increased math anxiety yielded negative attitudes toward learning statistics, resulting in poor learning performance. Furthermore, the relationship between math anxiety and the attitudes toward leaning statistics was moderated by teaching others. The results suggest that teaching others has an effect on reducing math anxiety and thus, possibly yield persistent learning gains.

• Communications for Statistical Applications and Methods
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• v.12 no.1
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• pp.229-240
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• 2005

This study described the application of constructivism and information technology for teaching simple random sampling. We considered more student's participation, more interaction, and more flow in their introductory statistics class. In addition, we presented a web-based teaching and learning system for simple random sampling to demonstrate.

• Research in Mathematical Education
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• v.15 no.2
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• pp.127-140
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• 2011

"Statistical literacy" is important to be an effective citizen ([Gal, I. (2005). Towards "probability literacy" for all citizens: Building blocks and instructional dilemmas. In: G. A. Jones (Ed.), Exploring probability in school: Challenges for teaching and learning (pp. 39-63). New York: Springer]). Probability and statistics has been connected with real context and can be used to stimulate students' creative abilities. This study aims at identifying the extent that textbooks in three countries include experimental probability concepts and non-routine, open-ended, application and contextual problems. How well textbooks reflect real application situations is important in the sense that students can employ probability concepts when solving real world problems. Results showed that three textbook series did not mention experimental probability. Furthermore, all of text-books had more routine, close-ended, knowing, and non-contextual problems.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.449-453
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• 2006

In teaching statistics in the secondary school, most math teachers do it and students enjoy it well before 11th grade. But, both of teachers and students feel statistics hard at 11th grade, which has been contained permutations, combinations, random variables, probability distributions, hypotheses and tests for normal distribution. In this study, we explore the efficient teaching methods of statistics for math teachers and also find many students enjoying it.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.381-406
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• 2006

This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.110-117
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• 2021

The purpose of the study is to develop effective teaching methods to strengthen the major learning capabilities of electronic engineering learners through inquiry learning using computing thinking ability. To this end, first, in the electronic engineering curriculum, we performed teaching-learning through an inquiry and learning model related to mathematics, probability, and statistics under the theme of various majors in electronic engineering, focusing on understanding computing thinking skills. Second, an efficient electronic engineering subject inquiry class operation using computing thinking ability was conducted, and electronic engineering-linked education contents based on the components of computer thinking were presented. Third, by conducting a case study on inquiry-style teaching using computing thinking skills in the electronic engineering curriculum, we identified the validity of the teaching method to strengthen major competency. In order to prepare for the 4th Industrial Revolution, by implementing mathematics, probability, statistics-related linkage, and convergence education to foster convergent talent, we tried to present effective electronic engineering major competency enhancement measures and cope with innovative technological changes.

• School Mathematics
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• v.2 no.1
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• pp.1-27
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• 2000

In the past half century little effort has been made for the improvement of teaching and learning statistics compared with other parts of school mathematics. But recently data analysis has begun to play a prominant role in the national reform efforts of mathematics curricula in the United States of America and the United Kingdom. In this paper we overview modern statistical thinking differed from mathematical thinking and examine the problems of current old-style teaching of statistics. And, we discuss the current data handling(or data analysis) emphasis in the national curriculum of mathematics in the countries mentioned above. We explore the reform direction of statistics teaching; changing the philosophy of teaching statistics, teaching real data analysis, emphasis of using computer, and teaching statistical inference not as mathematics but as intuitive data-centered approach.

• The Mathematical Education
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• v.42 no.2
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• pp.203-218
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• 2003

The purpose of this study is to see what the essential characteristics are in teaching probability and statistics among various mathematical fields. we also tried to connect the study of probability and statistics education with what is needed for a science be synthetic to have its own identity as a unique research field. Since we searched for the future direction of the pedagogic study in the probability and statistics we first selected papers on probability and statistics published in (Series A), the Journal of Korea Society of Mathematical Education, and establish the following research questions. What kinds of characteristics can be found when papers on probability and statistics published in (Series A) are classified into low categories; contents of probability and statistics education, research method of the mathematics education, methods of teaming and teaching, and finally measurements and evaluation\ulcorner We classified papers into two kinds. One is related to the educational contents, consisting of the methods of learning and teaching, and of the measurement and evaluation. The other is reined to the methods of research, which is not a part of the educational curriculum but is essential for establishing the identity of mathematics education. According to the periods, papers on the curricular contents in 1960s were influenced by the New Mathematics, and papers on the curricular contents in 1980s were influenced by 'back to basic'. In 1990s, papers on methods of learning and teaching, and measurement md evaluation were increasing in number. Besides, (series A) from the Journal of Korea Society of Mathematical Education covers contents, methods of Loaming and teaching, and measurement and evaluation. And when I examined the papers on the contents of textbook of a junior high school related to the probability and statistics education and on methods of learning and teaching, 1 found that those papers occupy 1.84% in . When it comes to the methods of loaming and teaching, most of studies in (series A) are about application of concrete implement like experiment and practical application of computer programs, Through this study, I found that over-all and more active researches on probability and statistics are required and that the studies about methods of loaming and teaching must be made in diverse directions. It is needed that how students recognize probability and statistics, connection, communication and representation in probability and statistics context, too. (series A) does not have papers on methods of study. Mathematics pedagogy is a mixture of various studies - mathematical psychology, mathematical philosophy, the history of mathematics and Mathematics. So If there doesn't exist a proper method of study adequate in the situation for the mathematics education the issue of mathematics pedagogy might be taken its own place by that of other studies'. We must search for the unique method of study fur mathematics education so that mathematics pedagogy has its own identity as a study. The study concerning this aspect is needed.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.109-113
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• 1999

To improve the elementary student's ability to classify the data and obtain the information from the data through graphics, it is necessary to use the teaching and learning material which encourage the student to study with interest and is adjacent to the student's environment. In this thesis. several materials to satisfy the condition is proposed together with some remarks to direct the teaching. These materials is recommended to use for the maturity learning and teaching in grade 6.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.123-131
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• 2000

In order to educate future leaders of the new age, we should help students to increase their basic knowledge, thinking and problem solving ability. It is necessary that we should use multi-media, computer as well as old teaching-learning material to improve students' basic knowledge and to motivate their interest in mathematics in the small-sized Middle School situated on the agricultural and fishery village. In solving this problem, it is ultimately necessary that we should utilize CAI program on the learning achievement in mathematics for the students to understand basic concept, principle, law and to promote teaching-learning process considered on individual different abilities. Therefore, this study is on the effect of students' interest and learning achievement in mathematics when we develop CAI program focusing on the lesson statistics in the 3rd Grade Middle School Mathematics Textbook and explain the concept and principle of statistics through using exact and various techniques of computers