Malleable or fixed? Exploring pre-service primary teachers' attitudes towards statistics

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dc.authorid0000-0003-1624-5902en_US
dc.contributor.authorLeavy, Aisling M.
dc.contributor.authorHourigan, Mairead
dc.contributor.authorMurphy, Breed
dc.contributor.authorYılmaz, Nadide
dc.date.accessioned2019-12-06T21:15:01Z
dc.date.available2019-12-06T21:15:01Z
dc.departmentKMÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümüen_US
dc.descriptionWOS:000496337600001en_US
dc.description.abstractIn many countries, statistics has become a core constituent of the primary mathematics curriculum. Consequently, statistics education has become a larger component of mathematics education programmes in Initial Teacher Education (ITE). Due to the established links between teacher attitudes and ensuing classroom practices, it is important to gain insights into pre-service teachers' attitudes towards statistics. The aim of this study is to explore attitudes towards statistics of 348 pre-service teachers on entry to an ITE programme. Furthermore, we examine the attitudes of 280 of these same teachers following completion of a reform-oriented course on statistics education. Our findings indicate generally positive attitudes towards statistics prior to engagement in a statistics education course with an acknowledgement that statistics may be difficult to learn. In contrast to the findings of studies that indicate the calcification of attitudes towards statistics for non-education students, the findings suggest the malleability of pre-service primary teacher's attitudes towards statistics following engagement in a reform statistics education course.en_US
dc.identifier.citationLeavy, A. M., Hourigan, M., Murphy, B., Yılmaz, N. (2019). Malleable or fixed? Exploring pre-service primary teachers’ attitudes towards statistics. International Journal of Mathematical Education in Science and Technology, 1-25.
dc.identifier.doi10.1080/0020739X.2019.1688405
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.scopus2-s2.0-85075086631
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://dx.doi.org/10.1080/0020739X.2019.1688405
dc.identifier.urihttps://hdl.handle.net/11492/2360
dc.identifier.wosWOS:000496337600001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Sceince
dc.indekslendigikaynakScopus
dc.institutionauthorYılmaz, Nadide
dc.language.isoen
dc.publisherTaylor & Francis Ltden_US
dc.relation.journalInternational Journal of Mathematical Education in Science and Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectStatistics Educationen_US
dc.subjectInitial Teacher Educationen_US
dc.subjectAttitudes Towards Statisticsen_US
dc.subjectPrimary Mathematicsen_US
dc.titleMalleable or fixed? Exploring pre-service primary teachers' attitudes towards statisticsen_US
dc.typeArticle

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