This article shows how teachers can create useful classroom activities to underpin data-handling methods for pupils aged 7-19. We use the data base of responses from the UK CensusAtSchool project that are available for pupils and teachers.
This article shows how teachers can create useful classroom activities to underpin data-handling methods for pupils aged 7-19. We use the data base of responses from the UK CensusAtSchool project that are available for pupils and teachers.
This article compares the national curriculum data-handling specifications of the UK, South Africa, Australia and New Zealand and shows how data from the CensusAtSchool project can be used to enhance the data-handling capabilities of pupils in those countries. These data can also provide enhanced opportunities for the integration of ICT into core curriculum activities. Some ideas to enable teachers of statistics to create classroom teaching material with an international flavour are also provided.
This article uses a simple counter-intuitive example to point out a common misinterpretation of correlation.
This article discusses three statistical laboratories - on descriptive statistics, statistical inference and regression - for introductory statistics courses. They are presented in Minitab, SPSS (Statistical Pack-age for the Social Sciences) and Excel, three pack-ages widely used in statistics education, and are available from the Web.
At the department of mathematics & informatics in our University we are in the process of<br>redesigning our introductory course on stochastics (probability and statistics) for future<br>mathematics teachers. In this course we now use the software FATHOM, which students learn as a (cognitive and culturally mediated) tool for exploratory data analysis, for simulation and for inferential statistics as well as a tool for experimenting with statistical methods. We use various types of Internet based materials to support the learning process of our students. Experimental learning environments and working environments containing data and exploratory guides are constructed with FATHOM. FATHOM offers meta-medium and meta-tool capabilities that offer high adaptability and versatility for the teacher of a course. In addition, we have developed Java applets, screen videos and web-based hypertexts as further
Quality of TQM have become busswords of the 90s. They follow you everywhere, at work, at school, and even into your classroom. Applying TQM to the teaching of statistics means that we need to know how our students learn in order to affect the quality of our teaching. The time and energy that an instructor puts into preparation and teaching og a course will be wasted and the teacher will be ineffective, if he or she does not moticate and direct student learning. Boroto and Zahn (1989) claim that "quality improvement iscritical for all levels of statistics education if we are to avoid withering and dying as a discipline" (p. 71).
We present a grading paradigm for student projects that statistics instructors may find useful in assessing written work in a timely manner. This grading system may also help the students and instructor feel more satisfied that papers were graded objectively. The paper also discusses particular conceptual errors that the author has discovered when grading projects. We include several other class-tested suggestions for ways in which projects can be used to reinforce statistical concepts.
) Describes classroom explorations of the interpretation and calculation of probabilities involved in a representative state lottery. TI-83 calculator commands are given for simulating drawings as well as for calculating relevant probabilities using the binomial, geometric, Poisson, and other distributions.
Examples of highly original lyrics (e.g., educating "The Gambler" about playing the lottery) are given that are rich in statistical content and/or related to current events.
Students' ready understanding of and interest in the context of songs and music can be utilized to motivate all grade levels to learn probability and statistics. Content areas include generating descriptive statistics, conducting hypothesis tests, analyzing song lyrics for specific terms as well as "big picture" themes, exploring music as a data analysis tool, and exploring probability as a compositional tool. Musical examples span several genres, time periods, countries and cultures. [note: this appears to have been the first refereed comprehensive article on using song in the statistics classroom].