International Electronic Journal of Mathematics Education

Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2009 - Volume 4 Issue 2, pp. 77-91
  • Published Online: 08 Aug 2009
  • Article Views: 540 | Article Download: 502
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Alias M. Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics. Int Elect J Math Ed. 2009;4(2), 77-91.
APA 6th edition
In-text citation: (Alias, 2009)
Reference: Alias, M. (2009). Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics. International Electronic Journal of Mathematics Education, 4(2), 77-91.
Chicago
In-text citation: (Alias, 2009)
Reference: Alias, Maizam. "Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics". International Electronic Journal of Mathematics Education 2009 4 no. 2 (2009): 77-91.
Harvard
In-text citation: (Alias, 2009)
Reference: Alias, M. (2009). Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics. International Electronic Journal of Mathematics Education, 4(2), pp. 77-91.
MLA
In-text citation: (Alias, 2009)
Reference: Alias, Maizam "Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics". International Electronic Journal of Mathematics Education, vol. 4, no. 2, 2009, pp. 77-91.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Alias M. Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics. Int Elect J Math Ed. 2009;4(2):77-91.

Abstract

Misconceptions in statistics among students of non-statistics major are quite common. This paper will present the humble efforts of the author in trying to reduce misconceptions among her statistics students using technology. The examples were drawn from the teaching and learning of statistics to Master of Technical and Vocational Education students in the Universiti Tun Hussein Onn Malaysia. EXCEL spreadsheet, power point presentation slides and a concept-mapping tool were integrated into classroom instructions on descriptive statistics. Increased class-room interactions were observed through out the learning process and a decrease in the percentage of students committing the specific misconceptions were recorded.

References

---

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.