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Collaborative Teams in a University Statistics Course: A Case Study of How Differing Value Structures Inhibit Change
Author(s) -
Davis Nancy T.,
Blanchard Margaret R.
Publication year - 2004
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2004.tb17999.x
Subject(s) - value (mathematics) , mathematics education , psychology , statistics education , course (navigation) , statistics , mathematics , engineering , aerospace engineering
In a rapidly changing world, individuals need the intellectual agility, problem‐solving skills, and increased interdependence that are not developed in a traditional classroom. Despite years of reform efforts, little change in practice has been observed. This is a case study of the efforts of a statistics professor who used collaborative learning to prepare his students for the challenges of the 21 st century. The nature of the statistics course, the intentions of the professor, and the interactions and feedback of his students are analyzed in terms of their underlying value structures (Beck & Cowan, 1996). Conflicting expectations and experiences, particularly with assessment, resulted in dissatisfaction and frustrations for the professor and the students.