PROSPECTIVE TEACHERS’S PROCEDURES IN SOLVING A STATISTICAL TEST PROBLEM

University of Granada (SPAIN)

Appears in: ICERI2017 Proceedings

Publication year: 2017

Pages: 3058-3064

ISBN: 978-84-697-6957-7

ISSN: 2340-1095

doi: 10.21125/iceri.2017.0855

Publication year: 2017

Pages: 3058-3064

ISBN: 978-84-697-6957-7

ISSN: 2340-1095

doi: 10.21125/iceri.2017.0855

Conference name: 10th annual International Conference of Education, Research and Innovation

Dates: 16-18 November, 2017

Location: Seville, Spain

Dates: 16-18 November, 2017

Location: Seville, Spain

In the last decades, the research carried out in the area of statistics has shown a special interest in studying how students learn in order to ensure a correct teaching and learning process. Without a doubt, the teacher and the prospective teacher have a fundamental part in this process. For this reason, this work is focused on analysing the knowledge in relation to statistical test problems of the prospective mathematics teacher. Specifically, we analyse which types of procedures are most used by prospective teachers and their correspondence with the curricular guidelines and textbooks. The University Access Test (UAT) has a big influence in the second year of secondary high school; for this reason, a statistical test problem with characteristics similar to those included in the UAT has been proposed to prospective teachers.

The initial results show a greater use of Fisher’s methodology of (70%) against the Neyman-Pearson’s methodology (21%). The remaining prospective teachers used different procedures (Maximum likelihood and Confidence Interval, 6% each one of them). However, the analysis of participants’ responses shows that although the Fisher’s methodology was the most used, only 7% of prospective teachers have correctly described and calculated the p-value. Furthermore, the participants using the maximum likelihood solve correctly the problem.

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