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Abstract
This paper summarizes the evaluation of a project that involved undergraduate mathematics students in the development of teaching and learning resources for statistics modules taught in various departments of a university. This evaluation regards students’ participation in the project and its impact on their learning of statistics, as characterized in terms of statistical reasoning, statistical thinking, and skills for statistical consultancy. The participation of students is evaluated from the viewpoint of communities of practice. The evaluation resulted in a characterization of the benefits of such a project and suggestions for implementations of future projects, and in addition brought to light new theoretical elements both as regards the learning of statistics and as regards communities of practice. In particular, the analysis highlighted contributions of the students involved to resource development practice in the community of university statistics teachers, as well as contributions to students’ learning as a result of participation in this community.
Acknowledgements
We would like to thank Francis Duah and Angeliki Mali who conducted the interviews, the Department of Mathematical Sciences at Loughborough University, which provided funding for one of the interns, the National HE STEM Programme through the Symbol project, which provided funding for two of the interns, and the Higher Education Academy, which provided funding for the second phase of the project. Finally, we would like to thank Carol Hunsicker for her valuable assistance in the interview transcription.
Notes
1. In quotations from students’ responses, ellipses are used to eliminate verbal tics (such as ‘um’ or ‘like’ or ‘kind of’) and thereby improve readability.
