Abstract:

With the development of technology, the number and quality of software, mobile applications or online learning platforms that can be used in statistical training has also increased. It is necessary that teachers know how to benefit from these teaching technologies in terms of usefulness in classroom practice. In particular, it is important that the courses in the field of data processing learning in high school mathematics where students have a variety of conceptual errors and learning difficulties are conducted in conjunction with current teaching technologies and integrated activities. In this study, the activities developed by mathematics teachers using online statistical learning platforms were also evaluated in terms of the usefulness in the process of solving learning difficulties along with the purpose and content components. The 33 high school mathematics teachers, which are included in the online statistical teaching module, make up the participants of the research. In the study structured according to the situation study pattern, the activities that participants developed before and after the application were analyzed according to their types and evaluated by the participants' opinions of the situations of addressing the challenges faced in the relevant field of the activities. Research findings have shown that the activities developed before the application of the module are structured for more evaluation and contextual content. The online statistical teaching module has found that the activities developed after it are more focused on the diversity of objectives and interdisciplinary content integration. The study found that activities with negative attitudes towards statistics and the potential to solve interrepresentative transition difficulties were further developed after the relevant module. Recommendations on the development process and service-in-service training content have been presented to be able to effectively benefit from the online learning environments.

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