| dc.contributor.creator | Leavy, Aisling | |
| dc.contributor.creator | Sloane, Finbarr | |
| dc.date.accessioned | 2019-04-09T11:22:16Z | |
| dc.date.available | 2019-04-09T11:22:16Z | |
| dc.date.issued | 2011 | |
| dc.identifier.citation | Leavy, A.M. & Sloane, F. (2011). 'Applying Results of Statistics Education Research to Teaching Statistics in Irish Primary Schools'. Proceedings of the 58th session of the International Statistical Institute, Dublin, Ireland. | en_US |
| dc.identifier.isbn | 978-90-73592-33-9 | |
| dc.identifier.uri | http://hdl.handle.net/10395/2820 | |
| dc.description | An abstract for the conference paper 'Applying results of statistics education research to teaching statistics in Irish primary schools.' | en_US |
| dc.description.abstract | In this research paper we explore the relationship between pre-service teachers' secondary mathematics scores and their readiness for teaching the new data analysis curriculum in Irish primary schools. Next we explore the leaving certificate items and the procedural responses they evoke. We examine student teacher conceptual understandings and the gaps between these understandings and their procedural knowledge as indexed in their secondary school results. Finally, we explore and test a curricular model to bridge this gap in the practice of instruction. | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | ISI [International Statistical Institute] | en_US |
| dc.rights.uri | http://2011.isiproceedings.org/Abstracts/IPS047.04.html | en_US |
| dc.subject | Conceptual knowledge | en_US |
| dc.subject | Procedural knowledge | en_US |
| dc.subject | Lesson study | en_US |
| dc.title | Abstract: Applying results of statistics education research to teaching statistics in Irish primary schools (Pre-published version) | en_US |
| dc.type | Conference report | en_US |
| dc.type.supercollection | all_mic_research | en_US |
| dc.description.version | No | en_US |
