Discourse to Improve Student Conceptual Understanding of Statistics in Inclusive Settings

该项目旨在通过调查在统计学入门课程中改善学生学习的条件，为国家利益服务。传统的统计学教学方法侧重于描述抽样分布特征的理论模型。研究报告称，实施一种不同的方法，称为基于模拟的推理(SBI)，可以增强学生对统计概念的发展。履行机构的方法也被证明缩小了有色人种学生和有学习障碍和执行功能障碍的学生的成绩差距。本项目旨在确定包容性印度国家教育机构班级的教学实践质量，以增加学生对学生和教师对学生的话语，并进一步促进学生概念理解的发展。预计该项目将编制一个视听和文本资源的在线简编，以支持教员实施履行机构的教学方法。该项目的长期目标是促进统计教师的专业发展，从而帮助他们的学生发展对统计入门概念的概念理解。该项目将系统地调查以模拟为基础的推理方法对以代数为基础的专上统计入门课程的学生，特别是有学习和注意力障碍的学生和其他被排除在该学科奖学金之外的学生的负担。三个目标指导着这个项目的工作。首先是确定并详细说明支持有学习障碍的学生获取这些统计入门课程内容的教学实践。第二是识别和解释学生在基于模拟的推理统计入门课程中提出的统计概念--既有生产性的，也有不太生产性的。第三，也是最后一点，是为统计教师开发资源，这将增强他们实时倾听和有效回应学生概念的能力。项目小组将通过使用履行机构方法的不断扩大的讲师网络传播这些在线资源。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过其参与的学生学习跟踪，该计划支持有前途的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by investigating the conditions under which improved student learning occurs in introductory statistics classes. Traditional approaches to teaching statistics focus on theoretical models that describe the features of sampling distributions. Research has reported that implementing a different approach, called Simulation-Based Inference (SBI), enhances students’ conceptual development of statistics. The SBI approach has also been shown to reduce achievement gaps for students of color and students with learning disabilities and executive functioning challenges. This project aims to identify the qualities of instructional practice in inclusive SBI classes that increase student-to-student and instructor-to-student discourse and further enhance the development of students’ conceptual understanding. The project is expected to develop an online compendium of audio-visual and text resources to support instructors’ implementation of an SBI approach to teaching. The long-term goals of the project are to contribute to the professional development of statistics instructors, who will in turn support their students’ development of conceptual understanding of introductory statistics ideas.This project will systematically investigate the affordances of the simulation-based inference approach to the post-secondary, algebra-based introductory statistics course for students, particularly students with learning and attention disabilities and other students who have been excluded from the scholarship of the discipline. Three goals guide the work of this project. First is to identify and explicate the instructional practices that support students with learning disabilities to access the content in these introductory statistics courses. Second is to identify and explicate students’ statistical conceptions – both productive and less productive – that arise in an introductory simulation-based inference statistics course. Third, and finally, is to develop resources for statistics instructors that will enhance their ability to listen for and productively respond to students’ conceptions in real time. The project team will disseminate these online resources through a growing network of instructors who are using the SBI approach. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.