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How students in statistics classes process mathematics.
Date:April 19, 2013 - 12:00pm
The focus of this study was students' thought processes underlying their responses to questions on a statistics exam. Two innovative measurement procedures were used to study the underlying processes:
- Differences between the student and instructor perceived topics measured by the questions
- Students' conceptual distances of the topics used to construct the exam
By calculating various statistics of the student-teacher differences (including the Euclidean distance and a map of students' conceptual distances), the collected data and the correctness of students' actual answers on the exam can be useful to instructors and math coordinators/chairpersons for evaluating performance on a unit of study.