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dc.contributor.advisorGonzález-Toledo, Marggie
dc.contributor.authorMolina-Serrano, Kevin
dc.date.accessioned2019-04-15T13:45:16Z
dc.date.available2019-04-15T13:45:16Z
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/handle/20.500.11801/1958
dc.description.abstractResearch have shown that prospective and practicing mathematics teachers lack of sta- tistical knowledge and as result are not well prepared to teach statistics in K-12. In this study we evaluated the statistical knowledge of prospective and practicing mathematics teachers, all from the mathematics education undergraduate program at University of Puerto Rico at Mayaguez Campus years using the CAOS 4 test instrument. In addition, we provided feedbacks and recommendations to the program to improve the effectiveness of preparing teachers to teach statistics at secondary level. We used a binomial regression to model the proportion of correct answers and to identify which factors were significant. Results demonstrated subjects lack the statistical knowledge required to teach statistics, with a sample CAOS average score of 0.41. Finally, the majority agreed the program did not prepared them to teach statistics and that ESMA 3016 course is mainly focused on programming.en_US
dc.description.abstractEstudios investigativos han demonstrado que futuros maestros y maestros en servicio carecen de conocimiento estadístico y como consecuencia, no están bien preparados para enseñar estadística a nivel K-12. En este estudio se evaluó el conocimiento estadístico requerido para enseñar estadística a nivel secundaria de futuros maestros y maestros en servicio que se graduaron del programa de bachillerato de educación matemática de la Universidad de Puerto Rico Recinto Mayagüez usando el instrumento CAOS 4. Además, se le proveyó recomendaciones al programa para mejorar la preparación de maestros para enseñar estadísticas. Se utilizó una regresión binomial para modelar la proporción de respuestas correctas en el CAOS 4 para identificar factores significativos. Los resultados demuestran un pobre conocimiento estadíticos en los sujetos con una puntuación promedio muestral de 0.41. Además, la mayoría concordaron que el programa no los prepara bien para enseñar estadística y que el curso ESMA 3016 esta ́ mayormente enfocado en la programación.en_US
dc.language.isoEnglishen_US
dc.subjectSecondary mathematics teachersen_US
dc.titleExamining the statistical knowledge of prospective and practicing secondary mathematics teachers graduated from UPRMen_US
dc.typeProject Reporten_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2018 Kevin Molina-Serranoen_US
dc.contributor.committeeSantana-Morant, Dámaris
dc.contributor.committeeLorenzo-González, Edgardo
dc.contributor.representativeFerrer-López, José R.
thesis.degree.levelM.S.en_US
thesis.degree.disciplineStatisticsen_US
dc.contributor.collegeCollege of Arts and Sciences - Sciencesen_US
dc.contributor.departmentDepartment of Mathematicsen_US
dc.description.graduationSemesterSummer (3rd Semester)en_US
dc.description.graduationYear2018en_US


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    Items included under this collection are theses, dissertations, and project reports submitted as a requirement for completing a degree at UPR-Mayagüez.

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