Advancing Statistical Inference: A Comprehensive Exploration of Curriculum Development, Teacher Seminars, and Teacher Perceptions in Hungarian Secondary Schools
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| Title: | Advancing Statistical Inference: A Comprehensive Exploration of Curriculum Development, Teacher Seminars, and Teacher Perceptions in Hungarian Secondary Schools |
|---|---|
| Language: | English |
| Authors: | Péter Fejes-Tóth (ORCID |
| Source: | Canadian Journal of Science, Mathematics and Technology Education. 2026 26(3). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Statistical Inference, Curriculum Development, Teacher Workshops, Seminars, Teacher Attitudes, Secondary School Teachers, Foreign Countries, Experimental Curriculum, Curriculum Evaluation, Alignment (Education), Educational Change, Technical Support, Statistics Education, National Curriculum |
| Geographic Terms: | Hungary |
| DOI: | 10.1007/s42330-026-00477-2 |
| ISSN: | 1492-6156 1942-4051 |
| Abstract: | Our research project aims to integrate inferential statistics into the Hungarian secondary school curriculum. Between 2019 and 2023, we developed and tested an experimental curriculum incorporating simulations and Excel-based calculations. This approach addresses broader challenges in understanding statistical inference and presents our strategies for designing an experimental seminar for in-service teachers. The underlying principles of the curriculum are inspired by Complex Mathematics Education, a long-term initiative rooted in the ideas of Tamás Varga. Using a pre-post-test design and semi-structured teacher interviews, we evaluated the curriculum's feasibility. Feedback indicates that our revised approach and materials align well with the current Hungarian curriculum reform. Findings across the project's phases suggest that, with adequate technical support and sufficient practice tasks, even complex statistical concepts can be successfully taught to beginners. This approach supports diverse learner profiles and accommodates varying levels of prior knowledge and ability across schools. The article presents key insights from our teacher-training efforts over three phases, involving a total of 32 educators. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1513809 |
| Database: | ERIC |
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