Prospective Primary School Teachers’ Attitudes towards Probability and its Teaching

Referencias bibliográficas

• Ajzen, I. (1989). Attitude structure and behavior. In A. Pratkanis, S. Breckler, & A. Greenwald (Eds.), Attitude structure and function (pp. 241-274). Hillsdale, NJ: Erlbaum.
• Attard, C., Ingram, N., Forgasz, H., Leder, G., & Grootenboer, P. (2016). Mathematics education and the affective domain. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, & K. Fry (Eds), Research in Mathematics Education in Australasia 2012-2015 (pp. 73-96). Springer, Singapore. https://doi.org/10.1007/978-981-10-1419-2_5
• Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2010). Australian Curriculum: Mathematics. Sidney, NSW: Author. Retrieved from http://www.australiancurriculum.edu.au/Mathematics/Rationale
• Auzmendi, E. (1992). Las actitudes hacia la matemática estadística en las enseñanzas medias y universitarias (Attitudes towards teaching mathematics in high school and university). Bilbao: Mensajero.
• Batanero, C., Arteaga, P., Serrano, L., & Ruiz, B. (2014). Prospective primary school teachers’ perception of randomness. In E. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: Presenting plural perspectives (pp. 345–366). New York: Springer. https://doi.org/10.1007/978-94-007-7155-0_19
• Batanero, C., Chernoff, E., Engel, J. Lee, H, & Sánchez, E. (2016). Research on teaching and learning probability. ICME-13. Topical Survey series. New York: Springer. https://doi.org/10.1007/978-3-319-31625-3
• Carmona, J. (2004). Una revisión de las evidencias de fiabilidad y validez de los cuestionarios de actitudes y ansiedad hacia la estadística (Revising the reliability and validity evidence of attitudes and anxiety towards statistics questionnaires). Statistics Education Research Journal, 1(1), 5-28. Retrieved on 12 February 2019 from www.stat.auckland.ac.nz/~iase/serj/
• Chick, H. L., & Pierce, R. U. (2008). Teaching statistics at the primary school level: Beliefs, affordances, and pedagogical content knowledge. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (2008). (Eds.). Proceedings of the Joint ICMI/IASE Study: Teaching statistics in school mathematics - Challenges for teaching and teacher education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference. Monterrey, Mexico: International Commission on Mathematical Instruction e International Association for Statistical Education.
• Di Martino, P., & Zan, R. (2015). The construct of attitude in mathematics education. In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (pp. 51–72). New York: Springer. https://doi.org/10.1007/978-3-319-06808-4_3
• Estrada, A. (2002). Análisis de las actitudes y conocimientos estadísticos elementales en la formación del profesorado (Analysis of attitudes and statistical knowledge in teacher’ education). Ph.D. dissertation. Universidad Autónoma de Barcelona, Spain. Retrieved on 18 April 2019 from www.tesisenxarxa.net/TDX-0502103-191818/
• Estrada, A., & Batanero, C. (2008). Explaining teachers’ attitudes towards statistics. In C. Batanero, G. Burrill, C. Reading, & A. Rossman, (Eds.). Proceedings of the Joint ICMI/IASE Study: Teaching statistics in school mathematics - Challenges for teaching and teacher education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference. Monterrey, México: International Commission on Mathematical Instruction e International Association for Statistical Education.
• Estrada, A., Batanero, C., & Díaz, C. (2018). Exploring teachers’ attitudes towards probability and its teaching. In C. Batanero & E. Chernoff (Eds.), Teaching and learning stochastics (pp. 313-332). Springer, Cham. https://doi.org/10.1007/978-3-319-72871-1_18
• Estrada, A., Batanero, C., & Lancaster, S. (2011). Teachers’ attitudes towards statistics. In C. Batanero, G. Burrill, & C. Reading (Eds.), Teaching statistics in school mathematics. Challenges for teaching and teacher education (pp. 173-174).
• Estrada, A., Batanero, C., Fortuny, J. M., & Diaz, C. (2005). A structural study of future teachers’ attitudes towards statistics. In M. Bosch (Ed.), Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (pp. 508-517). Barcelona: IQS Fundemi.
• Gal, I. (2005). Towards” probability literacy” for all citizens: Building blocks and instructional dilemmas. In G. A. Jones (Ed.), Exploring probability in school (pp. 39-63). Boston, MA: Springer. https://doi.org/10.1007/0-387-24530-8_3
• Gal, I., & Ginsburg, L. (1994). The role of beliefs and attitudes in learning statistics: Towards an assessment framework. Journal of Statistics Education, 2(2). Retrieved on 24 May 2019 from www.amstat.org/publications/jse/v2n2/gal.html
• Gal, I., Ginsburg, L., & Schau, C. (1997). Monitoring attitudes and beliefs in statistics education. In I. Gal & J. B. Garfield (Eds.), The assessment challenge in statistics education (pp. 37-51). Voorburg, Netherlands: IOS Press.
• Gil, N., Blanco, L., & Guerrero E. (2006). The affective domain in mathematics learning. International Electronic Journal of Mathematics Education, 1(1), 16-32.
• Goldin, G., Hannula, M., Heyd, E., Jansen, A., Kaasila, R., Lutovac, S., Di Martino, P., Morselli, F., Middeleton, J., Pantziara, M., & Zhang, Q. (2016). Attitudes, beliefs, motivation and identity in mathematics education. ICME-13 Topical Surveys. New York: Springer. https://doi.org/10.1007/978-3-319-32811-9
• Gómez-Chacón, I. (2000) Affective influences in the knowledge of mathematics, Educational Studies in Mathematics, 43(2), 149-168. https://doi.org/10.1023/A:1017518812079
• Gómez-Chacón, I. (2016). Métodos empíricos para la determinación de estructuras de cognición y afecto en matemáticas. En A. Berciano et al. (Eds.). Investigación en Educación Matemática XX (pp. 93-114). Malaga: Sociedad Española de Investigación en Educación Matemática.
• Groth, R., & Meletiou-Mavrotheris, M. (2018). Research on statistics teachers’ cognitive and affective characteristics. In D. Ben-Zvim (Ed,), International handbook of research in statistics education (pp. 327-355). Springer, Cham. https://doi.org/10.1007/978-3-319-66195-7_10
• Kislenko, K. (2009). Mathematics is a bit difficult but you need it a lot: Estonian pupils’ beliefs about Mathematics. In J. Maaβ & W. Schlöglmann (Eds.), Beliefs and attitudes in mathematics education: New research results (pp. 143-163). Rotterdam: Sense Publishers. https://doi.org/10.1163/9789087907235_012
• Kvatinsky, T., & Even, R. (2002). Framework for teacher knowledge and understanding of probability. In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics. Voorburg, The Netherlands: International Statistical Institute. Retrieved on 2 May 2019 from www.icots6.haifa.ac.il/PAPERS/6A4_KVAT.PDF
• Lancaster, S. (2008). A study of preservice teachers’ attitudes toward their role as students of statistics and implications for future professional development in statistics. C. Batanero, G. Burrill, C. Reading, & A. Rossman.
• Leavy, A. M., Hannigan, A., & Fitzmaurice, O. (2013). If you’re doubting yourself, what’s the fun in that? An exploration of why prospective secondary mathematics teachers perceive statistics as difficult. Journal of Statistics Education, 21(3), n3. Retrieved from www.amstat.org/publications/jse/v21n3/leavy.pdf
• Liu, Y., & Thompson, P. (2007). Teachers’ understandings of probability. Cognition and Instruction, 25(2-3), 113-160. https://doi.org/10.1080/07370000701301117
• Martínez-Sierra, G., & García González, M. D. S. (2014). High school students’ emotional experiences in mathematics classes. Research in Mathematics Education, 16(3), 234-250. https://doi.org/10.1080/14794802.2014.895676
• Martins, J. A., Nascimento, M. M., & Estrada, A. (2012). Looking back over their shoulders: A qualitative analysis of Portuguese teachers’ attitudes towards statistics. Statistics Education Research Journal, 11(2), 26-44. Retrieved on 27 March 2016 from www.stat.auckland.ac.nz/~iase/serj/SERJ11(2)_Martins.pdf
• Martins, J., Nascimento, M., & Estrada, A. (2011). Attitudes of teachers towards statistics: a preliminary study with Portuguese teachers. Proceedings of CERME 7. Rzeszow, Poland: ERME. Retrived on 4 May 2019 from www.cerme7.univ.rzeszow.pl/WG/5/CERME_Martins-Nascimento-Estrada.pdf
• McDonald, R. P. (2013). Test theory: A unified treatment. Sussex, UK: Psychology Press. https://doi.org/10.4324/9781410601087
• McLeod, D. (1992). Research on affect in mathematics education: A reconceptualization. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575–596). New York, NY: Macmillan.
• Ministerio de Educación, Cultura y Deporte. (2014). Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria (Royal Decree establishing the minimum content for primary education). Madrid: Author.
• Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.
• Nasser, F. M. (2004). Structural model of the effects of cognitive and affective factors on the achievement of arabic-speaking pre-service teachers in introductory statistics Journal of Statistics Education, 12(1). https://doi.org/10.1080/10691898.2004.11910717
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Nolan, M. M., Beran, T., & Hecker, K. G. (2012). Surveys assessing students’ attitudes toward statistics: A systematic review of validity and reliability. Statistics Education Research Journal, 11(2), 103–123. Retrieved from https://www.stat.auckland.ac.nz/~iase/serj/SERJ11(2)_Nolan.pdf
• Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
• OECD. (2013). PISA 2012 Assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing. https://doi.org/10.1787/9789264190511-en
• Onwuegbuzie, A. J. (1998). Teachers’ attitudes toward statistics. Psychological Reports, 83, 1008-1010. https://doi.org/10.2466/pr0.1998.83.3.1008
• Philipp, R. A. (2007). Mathematics teachers’ beliefs and affects. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Charlotte, NC: Information Age Publishing & National Council of Teachers of Mathematics.
• Ramirez, C., Schau, C., & Emmioğlu, E. S. (2012). The importance of attitudes in statistics education. Statistics Education Research Journal, 11(2), 57-71.
• Roberts, D. M., & Bilderback, E. W. (1980). Reliability and validity of a statistics attitude survey. Educational and Psychological Measurement, 40(1), 235-238. https://doi.org/10.1177/001316448004000138
• Schau, C. (2003, August). Students’ attitudes: The other important outcome in statistics education. Paper presented at the Joint Statistical Meeting of the American Statistical Association, San Francisco, CA: American Statistical Association.
• Schau, C., Stevens, J., Dauphine, T., & Del Vecchio, A. (1995). The development and validation of the survey of attitudes towards statistics. Educational and Psychological Measurement, 55(5), 868-875. https://doi.org/10.1177/0013164495055005022
• Stohl, H. (2005). Probability in teacher education and development. In G. Jones (Ed.), Exploring probability in schools: Challenges for teaching and learning (pp. 345-366). New York: Springer. https://doi.org/10.1007/0-387-24530-8_15
• Tan, C. K., Harji, M. B., & Lau, S. H. (2011). Fostering positive attitude in probability learning using graphing calculator. Computers & Education, 57(3), 2011-2024. https://doi.org/10.1016/j.compedu.2011.05.005
• Tishkovskaya, S., & Lancaster, G. (2012). Statistical education in the 21st century: a Review of challenges, teaching innovations and strategies for reform. Journal of Statistics Education, 20(2), 1-24. Retrieved on 9 May 2019 from www.amstat.org/publications/jse/v20n2/tishkovskaya.pdf
• Veloo, A., & Chairhany, S. (2013). Fostering students’ attitudes and achievement in probability using teams-games-tournaments. Procedia - Social and Behavioral Sciences. 93, 59-64. https://doi.org/10.1016/j.sbspro.2013.09.152
• Wise, S. L. (1985). The development and validation of a scale measuring attitudes toward statistics. Educational & Psychological Measurement, 45, 401-405. https://doi.org/10.1177/001316448504500226
• Wyer, R. S., & Albarracín, D. (2014). Belief formation, organisation and change: Cognitive and motivational influences. In D. Albarracìn, T. Johnson, & M. P. Zanna (Eds.). The handbook of attitudes (pp. 273-322). New York: Psychology Press.
• Springer.Estrada, A., Bazán, J. L., & Aparicio, A. (2010). A cross-cultural psychometric evaluation of the attitude statistic scale Estrada’s in teachers. Em C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. Proceedings of Eigth International Conference on Teaching of Statistics (ICOTS 8). Ljubljana. Slovenia, Voorburg, The Netherlands: International Statistical Institute. https://doi.org/10.1007/978-94-007-1131-0_18
• Common Core State Standards Initiative (CCSSI). (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association for Best Practices and the Council of Chief State School Officers. Retrieved on 30 June 2019 from www.corestandards.org/Math/