- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Sign In
Innovation in Introductory Statistics Instruction: Student Attitudes, Motivations, and Peer Support as Key to Learning
Fri, April 22, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Division Virtual Rooms, Division C - Section 1c: Mathematics Virtual Paper Session RoomSession Type: Symposium
Abstract
Introductory statistics is not just a gateway course in many Science, Technology, Engineering, and Mathematics (STEM) fields but also provides required training in the social sciences and education. Yet students tend to struggle in such courses, often confused by abstract concepts, frustrated by the highly technical use of language, intimidated by classmates with more prior preparation, and/or anxious about the mathematics-focused content. The research presented in this symposium carefully assesses and leverages the cognitive as well as social-emotional factors in introductory statistics teaching and learning. In particular, the studies attend to students’ expectancies, motivations, attitudes towards statistics, and peer support that are key to promoting performance, deepening learning, and persisting in the field.
Sub Unit
Chair
Papers
A Multifaceted Approach to Examine and Improve Undergraduate Introductory Statistics Education - Anjali Krishnan, Brooklyn College - CUNY; Laura A Rabin; Matthew Crump
Pre- and Mid-COVID Concerns in an Introductory Statistics Course and Their Correlates With Expectancy-Value-Cost Theory - Claudia C. Sutter, CourseKata and University of California - Los Angeles; Mary C Tucker, University of California - Los Angeles; Paige L. Solomon, The Baker Center for Children & Families; Ana Leandro-Ramos, California State University - Los Angeles; Karen B. Givvin, University of California - Los Angeles
The Utility of Statistics in Psychology: A Classroom-Based Intervention Study - Chelsea M. Andrews, University of Wisconsin - Madison; Morton Ann Gernsbacher, University of Wisconsin - Madison
Cooperative Learning in Introductory Statistics: A Mixed-Methods Assessment of Students' Perceptions, Performance, and Learning - Almaz Mesghina, Northwestern University; Guanglei Hong, University of Chicago; Adelle Durrell