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Meletiou-Mavrotheri, Maria
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Meletiou-Mavrotheri, Maria
Translated Name
Μελετίου-Μαυροθέρη, Μαρία
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Professor
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5 results
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- PublicationIntroductory statistics, college student attitudes and knowledge - A qualitative analysis of the impact of technology-based instruction(2007-01-15)
; ;Lee, Carl M.S.Fouladi, Rachel T.This paper presents findings from a qualitative study that compared the learning experiences of a group of students from a technology-based college-level introductory statistics course with the learning experiences of a group of students with non-technology-based instruction. Findings from the study indicate differences with regards to classroom experiences, student enjoyment of statistics, and student understanding of the many roles that technology plays in statistics. However, no significant differences were found between technology-based and non-technology-based instruction on students' grasp of fundamental statistical concepts. In particular, these findings agree with the findings of several other studies, which indicate that incorporation of statistical software in the introductory statistics classroom might not always be very effective in building student intuitions about important statistical ideas related to statistical inference. - PublicationUsing a blended-learning approach to support parent education in math and science(1/1/2008)
; ;Mavrotheris, EfstathiosPaparistodemou, EfiAt a time when mathematics and science provide essential knowledge tools and the foundations for lifelong learning skills, cross-national studies of student achievement indicate lack of mathematical and scientific competence for a considerable proportion of the student population across Europe. Acknowledging the central role of parents in children's learning, the EU-funded project SMASH (Success in MAth and Science at Home) aims to raise the educational standards of European youth in mathematics and science by cultivating underlying home cultures as springboards for learning. The project consortium is currently developing, and will then pilot test and deliver an innovative intercultural parent-trainer training course and related resources for professionals involved in parent education initiatives. Through the adoption of a blended learning approach that combines elearning with physical meetings, the course will equip these professionals with current knowledge, techniques, and implementation tools for the provision of high-quality, culturally differentiated parent training in mathematics and science education. Individuals completing the course will be trained to offer programs designed to educate parents of elementary and middle school children (ages 6-15) in how to best support their child's mathematics and science learning at home using pedagogically sound strategies and technologies. Parents unable to attend parent-training sessions could still study independently using the project knowledge base, which will provide open access to all of the project's outputs and resources. This, in turn, will contribute towards improved parental participation in children's learning. Parents will be empowered to understand and implement reform, providing a home environment that enhances children's scientific development and prepares them to meet the challenges of the digital age. - PublicationLearning object farms and learning design in science education(1/1/2005)
;Stav, John Birger ;Thorseth, Trond Morten; ;Tsalapatas, HarikliaStav, John BirgerA Learning Object (LO) is a collection of digital pieces representing a minimal, independent and standalone educational unit. By combining XML and MathML technologies, together with the computing power of server based Computer Algebra Systems (CAS), it is possible to design new web-based information services where teachers and learners in parallel on the fly might easily design, produce/reproduce, explore and terminate various classes of digital LOs. Such an approach offers through Web large-scale production and harvesting of classes of graphical LOs, i.e. Learning Object Farms (LOF), that are adapted and dedicated to various training and learning scenarios targeting mathematics, statistics and natural science education. LOF offer homogenous and easy to use mechanisms for interactive heterogeneous mathematical, statistical and natural science presentations to be displayed through digital blackboards or a PC that is interconnected to a projector. Standard mathematical and scientific notation is obtained in both static and dynamical text based XHTML presentations, and in graphical presentations exploring Scalable Vector Graphics (SVG). A LOF might easily be included into LCMS. - PublicationTechnological tools in the introductory statistics classroom: Effects on student understanding of inferential statistics(2003-12-01)While technology has become an integral part of introductory statistics courses, the programs typically employed are professional packages designed primarily for data analysis rather than for learning. Findings from several studies suggest that use of such software in the introductory statistics classroom may not be very effective in helping students to build intuitions about the fundamental statistical ideas of sampling distribution and inferential statistics. The paper describes an instructional experiment which explored the capabilities of Fathom, one of several recently-developed packages explicitly designed to enhance learning. Findings from the study indicate that use of Fathom led students to the construction of a fairly coherent mental model of sampling distributions and other key concepts related to statistical inference. The insights gained point to a number of critical ingredients that statistics educators should consider when choosing statistical software. They also provide suggestions about how to approach the particularly challenging topic of statistical inference.
- PublicationSupporting teachers' pedagogical and content knowledge of statistics through distance learning(1/1/2008)
;Paparistodemou, Efi; ;Mavrotheris, EfstathiosPaparistodemou, EfiIn a world where the ability to analyze, interpret and communicate information from data are skills needed for daily life and effective citizenship, developing a statistically literate society has become a key factor in achieving the objective of an educated citizenry. Recognizing teachers' ongoing professional development and learning as a linchpin of instructional innovation and success for their students, the paper presents an EU-funded project exploits the affordances offered by ODL technologies to help improve the quality of statistics instruction offered in European schools. The project consortium has developed an online professional development course targeting elementary and middle school mathematics teachers around Europe. The course aims at helping teachers improve their pedagogical and content knowledge of statistics through exposure to innovative learning methodologies and resources, and cross-cultural exchange of experiences and ideas. A pilot delivery of the professional development course has just been completed. Twelve in-service teachers participated in the course, originating from three of the partner countries-Cyprus, Spain and Greece. To evaluate the applicability and success of the course, there was also a follow-up classroom experiment upon completion of the course. Participating teachers developed and delivered teaching episodes integrating the use of the course tools and resources provided to them. We describe the pedagogical and didactical approach underlying EarlyStatistics, the course content and structure and some preliminary findings from the pilot delivery of the course.