LEADER 03646nam 22005295 450 001 9910255149403321 005 20220113114747.0 010 $a9789463006248 010 $a9463006249 024 7 $a10.1007/978-94-6300-624-8 035 $a(CKB)3710000000765780 035 $a(DE-He213)978-94-6300-624-8 035 $a(MiAaPQ)EBC4613359 035 $a(OCoLC)954428145 035 $a(nllekb)BRILL9789463006248 035 $a(MiAaPQ)EBC4717340 035 $a(EXLCZ)993710000000765780 100 $a20160727d2016 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aStatistics and Probability in High School /$fby Carmen Batanero, Manfred Borovcnik 205 $a1st ed. 2016. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2016. 215 $a1 online resource (X, 224 p.) 311 08$a9789463006231 311 08$a9463006230 311 08$a9789463006224 311 08$a9463006222 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material -- Educational Principles for Statistics and Probability -- Exploratory Data Analysis -- Modelling Information by Probabilities -- Exploring and Modelling Association -- Sampling and Inference -- References -- Author Index -- Subject Index. 330 $aStatistics and probability are fascinating fields, tightly interwoven with the context of the problems which have to be modelled. The authors demonstrate how investigations and experiments provide promising teaching strategies to help high-school students acquire statistical and probabilistic literacy. In the first chapter the authors put into practice the following educational principles, reflecting their views of how these subjects should be taught: a focus on the most relevant ideas and postpone extensions to later stages; illustrating the complementary/dual nature of statistical and probabilistic reasoning; utilising the potential of technology and show its limits; and reflecting on the different levels of formalisation to meet the wide variety of students? previous knowledge, abilities, and learning types. The remaining chapters deal with exploratory data analysis, modelling information by probabilities, exploring and modelling association, and with sampling and inference. Throughout the book, a modelling view of the concepts guides the presentation. In each chapter, the development of a cluster of fundamental ideas is centred around a statistical study or a real-world problem that leads to statistical questions requiring data in order to be answered. The concepts developed are designed to lead to meaningful solutions rather than remain abstract entities. For each cluster of ideas, the authors review the relevant research on misconceptions and synthesise the results of research in order to support teaching of statistics and probability in high school. What makes this book unique is its rich source of worked-through tasks and its focus on the interrelations between teaching and empirical research on understanding statistics and probability. 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 700 $aBatanero$b C$g(Carmen)$4aut$4http://id.loc.gov/vocabulary/relators/aut$0960005 702 $aBorovcnik$b Manfred$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910255149403321 996 $aStatistics and Probability in High School$92515369 997 $aUNINA