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The Impact of an Instructional Intervention Designed to Support Development of Stochastic Understanding of Probability Distribution

dc.contributor.advisorCampbell, Patricia Fen_US
dc.contributor.authorConant, Darcy Lynnen_US
dc.date.accessioned2013-10-02T05:33:11Z
dc.date.available2013-10-02T05:33:11Z
dc.date.issued2013en_US
dc.identifier.urihttp://hdl.handle.net/1903/14477
dc.description.abstractStochastic understanding of probability distribution undergirds development of conceptual connections between probability and statistics and supports development of a principled understanding of statistical inference. This study investigated the impact of an instructional course intervention designed to support development of stochastic understanding of probability distribution. Instructional supports consisted of supplemental lab assignments comprised of anticipatory tasks designed to engage students in coordinating thinking about complementary probabilistic and statistical notions. These tasks utilized dynamic software simulations to elicit stochastic conceptions and to support development of conceptual connections between empirical distributions and theoretical probability distribution models along a hypothetical learning trajectory undergirding stochastic understanding of probability distribution. The study employed a treatment-control design, using a mix of quantitative and qualitative research methods to examine students' understanding after a one-semester course. Participants were 184 undergraduate students enrolled in a lecture/recitation, calculus-based, introductory probability and statistics course who completed lab assignments addressing either calculus review (control) or stochastic conceptions of probability distribution (treatment). Data sources consisted of a student background survey, a conceptual assessment, ARTIST assessment items, and final course examinations. Student interviews provided insight into the nature of students' reasoning and facilitated examination of validity of the stochastic conceptual assessment. Logistic regression analysis revealed completion of supplemental assignments designed to undergird development of stochastic conceptions had a statistically significant impact on students' understanding of probability distribution. Students who held stochastic conceptions indicated integrated reasoning related to probability, variability, and distribution and presented images which support a principled understanding of statistical inference.en_US
dc.titleThe Impact of an Instructional Intervention Designed to Support Development of Stochastic Understanding of Probability Distributionen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.subject.pqcontrolledMathematics educationen_US
dc.subject.pquncontrolledprobability distributionen_US
dc.subject.pquncontrolledstatistics education researchen_US
dc.subject.pquncontrolledstochastic conceptionsen_US
dc.subject.pquncontrolledtertiary educationen_US
dc.subject.pquncontrolledunderstanding probabilityen_US


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