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Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black arxJ white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information arxt Learning 300 North Zeeb Road, Ann Artx>r, Ml 48106-1346 USA 800-521-0600 UMI' THE QUEST FOR THE CONSTRUCTIVIST STATISTICS CLASSROOM: VIEWING PRACTICE THROUGH CONSTRUCTIVIST THEORY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jacqueline B. Miller. B.A., B.S., M.S. ***** The Ohio State University 2000 Dissertation Committee: Approved by ^ Professor Emmalou Norland, Co-Advisor Co-Advisor Professor William I Notz, Co-Advisor Professor Suzanne K. Damarin Co-Advisor Professor Douglas A. Wolfe Interdisciplinary Graduate Program UMI Number 9971608 Copyright 2000 by Miller, Jacqueline Beth All rights reserved. UMI* UMI Microform9971608 Copyright 2000 by Bell & Howell Information and Leaming Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Leaming Company 300 North Zeeb Road P.O. Box 1346 Ann Aitor, Ml 48106-1346 Copyright by Jacqueline B. Miller 2000 ABSTRACT The major assumption underlying this research is that all knowledge and understanding about statistics is constructed- Given that students construct their own knowledge, teaching must be designed to support knowledge construction. In this context, the global purpose addressed in this research is: "How do accomplished statistics educators support knowledge construction in their introductory statistics courses?" This global purpose is studied by attending to two more manageable questions: 1) What instructional strategies are being used in and around the statistics classroom?, and 2) What are the results of an analysis of these instructional strategies when the analysis is grounded in a constructivist perspective? "The Quest for the Constructivist Statistics Classroom" is a qualitative research study that investigated the teaching of four accomplished statistics educators (Paul Velleman at Cornell University, David Moore at Purdue University, Gudmund Iversen at Swarthmore College, and Beth Chance at California Polytechnic State University). Data collection methods included e-mail questionnaires, on-site interviews, and classroom observations of the participants. 11 Instructional strategies employed by the participants were grouped into categories: strategies for how students come to know statistics; strategies involving technology; and, strategies for assessing student leaming. For the purpose of data analysis, the following definition of constructivism was used: Constructivism is a theoiy of leaming that allows students to develop and constmct their own understanding of the material based upon their own knowledge and beliefs and experiences in concert with new knowledge presented in the classroom. During the analysis, it was decided that the instmctional strategies being used in the participants' classrooms did not dichotomously support or not support constructivism, but rather supported constructivism to varying degrees. Some findings of the study included: 1) all four participants supported student construction of knowledge to some degree; 2) each of the participants employed multiple instructional strategies to involve the students in the leaming process; and, 3) class size impacted the ability of the instructors to employ instructional strategies that were more supportive of knowledge constmction. In addition, a series of questions intended to inspire further thought and research emerged from the study. Ill Dedicated to my grandmother, Janet Cole Friedman (1914-1990), who would have been so proud, and to my grandfather, Edward Donald Friedman (1913- ), who has been waiting a long time for this document. IV ACKNOWLEDGMENTS First I need to thank my participants, Paul Velleman, David Moore, Gudmund Iversen, and Beth Chance, without whom this dissertation would not exist. My experience working with each of these participants was a delight. 1 look forward to continued contact with each of them. Each of my committee members deserves an enormous amount of thanks. Emmalou Norland, my education co-advisor, took me on as an advisee when I was in search of a new education co-advisor. Emmalou was interested in my topic from the beginning and encouraged me in many ways. Emmalou not only supported my writing and efforts throughout the entire process, she introduced me to a wonderful group of people in the College of Education who also supported my efforts. Bill Notz, my statistics co-advisor, has been a constant source of support for me during my tenure as a graduate student and as a lecturer. Suzanne Damarin, as an instructor, committee member, and friend, continually challenged me to push my boundaries of thought. Finally, from the first day I talked to Doug Wolfe about becoming a statistics educator, Doug encouraged me to pursue this goal. Doug was in some ways responsible for me coming back to school, has supported me throughout, and stands by me as 1 finish. Many thanks again to these four wonderful people. Thanks also to Raylene Kos for serving as a peer reviewer for my work. Rayiene both supported my writing and pushed me to think deeper about issues than I would have on my own. Thanks to my writing group, Kate, Cindy, and Carla, who read many drafts of my work and always provided helpful suggestions. In addition, I thank these women for their friendship and support. Thanks to Diana for her continued help and support, as well as for challenging my thinking. Thanks also to Diana, James, and Chris for including me as an important part of the family. Thanks to my parents, Judith F. Miller and Marvin S. Schwartz, who have continually supported my efforts and have inspired me to be a good person. There are many others who, while unnamed, have contributed to this work in some way or another. My hope is that these individuals know that they have my thanks. And, finally, 1 thank my two dogs, Samantha and Maggie, who have put up with many long days while 1 was working on this research. Samantha, my boxer, has been the one constant in my life throughout my entire graduate career and has grown with me. And Maggie, my dalmatian, deserves thanks just because she's brought some fun and excitement to our lives. © VI VITA June 16, 1968 ................................... Bom - Cleveland, Ohio 1990 .................................................. B.A., Mathematics and Statistics, Miami University B.S., Mathematics and Statistics, Miami University 1996 .................................................. M.S.. Statistics, The Ohio State University 1998-present ................................. Lecturer, Statistics, The Ohio State University 1997 - 1999 ..................................... Adjunct Faculty, Franklin University 1994 - 1998 ..................................... Graduate Teaching Associate, The Ohio State University PUBLICATIONS Miller. Jacqueline B. (2000, Spring). On Becoming a Statistics Educator. Stats. 28. 28- 29. Contributor to: Notz, William, Pearl, Dennis, and Stasny, Elizabeth. (2000). The Electronic Encyclopedia of Statistical Examples and Exercises [CD-ROM]. New York: W. H. Freeman and Company. FIELDS OF STUDY Major Field: Interdisciplinary Graduate Program Statistics Education Minor Field: Statistics VII TABLE OF CONTENTS Page Abstract ........................................................................................................................... ii Dedication ....................................................................................................................... iv Acknowledgments ....................................................................................................... v Vita .................................................................................................................................. vii List of Figures ................................................................................................................ xii Prologue .......................................................................................................................... xiii Chapters; 1. Introduction .............................................................................................................. 1 1.1. What is Statistics as a Discipline?