Power Through Struggle in Introductory Statistics

• Autores: Melani Autin, Summer Bateiha, Hope Marchionda
• Localización: Primus: problems, resources, and issues in mathematics undergraduate studies, ISSN 1051-1970, Vol. 23, Nº. 10, 2013, págs. 935-948
• Idioma: inglés
• DOI: 10.1080/10511970.2013.820810
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• Resumen

  • Traditional classroom instruction consists of teacher-centered learning in which the instructor presents course material through lectures. A recent trend in higher education is the implementation of student-centered learning in which students take a more active role in the learning process. The purpose of this article is to describe the discomfort one teacher and her students encountered when teaching and learning statistics in a student-centered learning environment. It is meant to illustrate that although asking her students to take a more active role in one section of a statistics course was more uncomfortable than lecturing in another section, the students in this professor's student-centered section may have actually benefited in other ways. We present descriptions of reflections from both the teacher and the students from both sections.