Aaron Weinberg
Ithaca College
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Featured researches published by Aaron Weinberg.
Zdm | 2005
Eric J. Knuth; Martha W. Alibali; Nicole M. McNeil; Aaron Weinberg; Ana C. Stephens
Algebra is a focal point of reform efforts in mathematics education, with many mathematics educators advocating that algebraic reasoning should be integrated at all grade levels K-12. Recent research has begun to investigate algebra reform in the context of elementary school (grades K-5) mathematics, focusing in particular on the development of algebraic reasoning. Yet, to date, little research has focused on the development of algebraic reasoning in middle school (grades 6–8). This article focuses on middle school students’ understanding of two core algebraic ideas—equivalence and variable—and the relationship of their understanding to performance on problems that require use of these two ideas. The data suggest that students’ understanding of these core ideas influences their success in solving problems, the strategies they use in their solution processes, and the justifications they provide for their solutions. Implications for instruction and curricular design are discussed.
Journal of Statistics Education | 2009
Thomas J. Pfaff; Aaron Weinberg
This article describes the design, implementation, and assessment of four hands-on activities in an introductory college statistics course. In the activities, students investigated the ideas of the central limit theorem, confidence intervals, and hypothesis testing. Five assessments were administered to the students, one at the beginning and end of the course, and three in between the activities. We found that, despite our attempts to engage our students in active reflection, their performance on the assessments generally did not improve. These results raise important issues about the design of pedagogical tools and activities as well as the need to gather data to assess their effectiveness.
Journal of Statistics Education | 2010
Aaron Weinberg; Emilie Wiesner; Thomas J. Pfaff
Inferential reasoning is a central component of statistics. Researchers have suggested that students should develop an informal understanding of the ideas that underlie inference before learning the concepts formally. This paper presents a hands-on activity that is designed to help students in an introductory statistics course draw informal inferences about a bag of bingo chips and connect these ideas to the formal T-test and confidence interval. This activity is analyzed using a framework and recommendations drawn from the research literature.
Educational Studies in Mathematics | 2011
Aaron Weinberg; Emilie Wiesner
Journal of Educational Psychology | 2010
Nicole M. McNeil; Aaron Weinberg; Shanta Hattikudur; Ana C. Stephens; Pamela Asquith; Eric J. Knuth; Martha W. Alibali
PRIMUS | 2012
Aaron Weinberg; Emilie Wiesner; Bret J. Benesh; Timothy Boester
The Journal of Mathematical Behavior | 2014
Aaron Weinberg; Emilie Wiesner; Timothy Fukawa-Connelly
Educational Studies in Mathematics | 2015
Aaron Weinberg; Timothy Fukawa-Connelly; Emilie Wiesner
Educational Studies in Mathematics | 2016
Aaron Weinberg; Emilie Wiesner; Timothy Fukawa-Connelly
Archive | 2012
Aaron Weinberg; Emilie Wiesner; Timothy Fukawa-Connelly