Students? Attitudes and Reflections on the Integration of Graphing Technology in the Learning of Statistics

Abstract

The problem of students?negative attitudes towards statistics seems perpetual to most statistics educators. Meanwhile, a new mathematical realism has emerged in the mathematics classroom enhanced with graphing technology. Many studies (Arcavi & Hadas, 2000; Selinger & Pratt. 1997; Shoaf-Grubbs, 1995) have indicated that graphics calculator (GC) can enhance students?mathematical thinking through symbolic, algebraic and graphic presentations. Burrill (1996) found that GC can empower students to solve statistical problems by actively engage them in ?oing?statistics with real data in the real situations. A study was conducted on 76 Diploma undergraduates taking the Introductory Statistics Course. Quantitative analysis on students?attitudes towards statistics after the GC intervention shows that there is an improvement. In addition, qualitative analysis of the students?daily reflections in this study shows that the use of GC in the learning of statistics seems to provide positive impacts on students? enjoyment in statistics, their conceptual understanding and tool competency. Students claimed that they enjoyed statistics more with GC primarily because it removes the tedium of certain mathematical tasks such as performing complicated computation. In addition, they regarded highly the importance of GC technology in their future undertakings.