Bayesian inference on multinomial probabilities is conducted based on data collected from the game Pass the Pigs®. Prior information on these probabilities is readily available from the instruction manual, and is easily incorporated in a Dirichlet prior. Posterior analysis of the scoring probabilities quantifies the discrepancy between empirical and prior estimates, and yields posterior predictive simulations used to compare competing extreme strategies.
Japanese Lesson Study is a collaborative approach for teachers to plan, present, observe, and critique classroom lessons. Through the lesson study process, teachers systematically and thoughtfully examine both student learning and their own teaching practices. In addition, the process paves the way for a much broader approach to education research by gathering data about student learning directly in the classroom. By piloting an approach using Japanese Lesson Study principles in an upper division statistics course, we discovered some of the challenges it poses, but also some surprisingly promising results for statistics teaching. This case study should provide others considering this approach with information about the philosophy and methodology involved in the lesson study process as well as some practical ideas for its implementation.
In the latest version of Tinkerplots (Konold & Miller, 2002), we introduce a new type of graphic display - the "hat plot." The inclusion of this representation will undoubtedly provoke many skeptical questions by teachers, statistics educators and curriculum developers: "What re these? Are they in the Standards? Are they used by statistician?" Given that they are neither in the Standards nor in the statisticians' tool box, the reasonable next question is "Why are they in Tinkerplots, and what are we supposed to do with them?" In briefly responding to these questions, I offer a rational for hat plots and suggest possible uses in the data analysis curricula.
This article explores a theoretical framework to consider when teaching statistics. It is discussed and illustrated using one innovative approach to teaching using computer simulation methods. This framework can be considered across many different disciplines and age levels.
Teachers have different things they like to do on the first day of a class. Some get to know their students' names and something about each of them. Some dive right into the subject matter and get things rolling right away. I like to an activity that sets the stage, as it were - that gives the students an overview of what they'll be studying during the year. The following activity is one that serves that purpose for an AP Statistics course. It involves a simulation, a graphical representation, experimental design, data collection, an dhypothesis testing, and it can easily be done in the space of 90 minutes, or 45 minutes if you provide data that were already collected. About a hundred 3-once Dixie cuups areneeded, about three liters of Coke and three liters of Pepsi (less for a small class), and optionally, unsalted crackers for students to 'cleanse the palate." Also you'll need lotso f standard dice: 256 for a class of 32 students working in groups of four, and more for either larger classes or for students working individually. Dice in large quantities can be purchased from school supply houses, and they are such an asset to a statistics class that the purchase of a very large classroom set is well worth the investment. It is also possible to do the activity with fewer dice - one die per student or group - and have each student or group roll a single die repeatedly instead of rolling many dice at once.
A statistics project for grades 9-12 in which students analyze and interpret statistics in a newspaper is presented. The first part of the project involves students examining the depiction of statistics in the San Jose Mercury News for several months and pinpointing recurring topics or themes in the content of the articles presenting the statistics. In the second part, students make inferences from the statistics and address the ramifications of the information. The use of real-world statistics in the project allows teachers to show students that they are willing to help them solve complicated and disturbing issues.
Mathematics lecturers have long expressed concern about their students' poor mathematical background and the effect this has on performance in first mathematics courses at university level. This article explores a similar concern about students' numeracy in a statistics course for psychologists.
This note gives a warning about skewness coefficients.
This article develops nineteen distributions from a simple coin-tossing experiment.
This article evaluates and explores the correlation (+0.892) between the United States federal election winner and the most recent Washington Redskin home-game winner, a relation perfectly linked for 17 of 18 elections since franchise inception in 1936.