JSM 2005 - Toronto

Abstract #303401

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Activity Number: 71
Type: Contributed
Date/Time: Sunday, August 7, 2005 : 4:00 PM to 5:50 PM
Sponsor: Section on Statistical Education
Abstract - #303401
Title: Applying an Action-research Model to Assess Student Understanding of the Central Limit Theorem in Postcalculus Probability and Statistics Courses
Author(s): Myrtis L. Lunsford*+ and Ginger Holmes Rowell and Tracy Goodson-Espy
Companies: Longwood University and Middle Tennessee State University and Appalachian State University
Address: 201 High Street, Farmville, VA, 23909, United States
Keywords: statistics education ; action research model ; central limit theorem
Abstract:

Consistent with recent statistics education research, we applied an action research model to postcalculus probability and statistics courses to assess students' understanding of the Central Limit Theorem (CLT). Using a qualitative assessment tool developed by the authors and a quantitative assessment tool developed by DelMas, Garfield, and Chance, data were collected from postcalculus probability and statistics courses at two institutions. In these classes, various techniques were used to teach the CLT, including guided discovery-based activities, Java simulation activities, and traditional textbook approaches. Students' understanding of the CLT were explored by analyzing data on reasoning categories, computational abilities, and graphical skills. Based on this data, we will discuss students' conceptions/misconceptions of the CLT. In particular, we will examine understanding of the variance of the distribution of the sample mean, graphical versus numerical understandings, and the impact of these on comprehension of the CLT. We also will discuss teaching techniques to enhance student learning of the CLT and possible ways to improve the assessment instruments used.

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Revised March 2005