Power Through Struggle in Introductory Statistics

Melanie Autin, Summer Bateiha, Hope Marchionda

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)935-948
Number of pages14
JournalPRIMUS
Volume23
Issue number10
DOIs
Publication statusPublished - 1 Sep 2013

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Keywords

  • Statistics
  • statistics education
  • student-centered learning

ASJC Scopus subject areas

  • Mathematics(all)
  • Education

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