Presents a set of classroom activities and a computer program that have been used to help students intuitively grasp, in a minimum of instructional time, such fundamental concepts as hypothesis testing, random sampling, statistical inference and p-values. The lesson shows students how statistical thinking and microcomputers can be used in problem-solving. (JN)
Two simulation games, which have been shown to be particularly valuable educational resources in the teaching of statistics, are profiled. Such games offer exciting extensions to the resources currently available to the mathematics teacher by enabling the instruction of standard concepts in creative and productive ways. (MP)
Presents a framework for using spreadsheet software (Lotus 1 2 3) on a microcomputer to develop statistical procedure templates for teaching statistical concepts. Provides an overview of traditional computer-based statistical applications, an outline for teaching-oriented statistical applications with illustrations, and suggestions for integrating multiple procedures in a single spreadsheet. (Author/GEA)
Presents a series of four steps used in data analysis processes that help students investigate and interpret real world situations. Gives activities that employ computer software to create representative graphs of the data in the analysis process. (MDH)
Illustrates how to use computer simulation models in statistics to study the quality of an estimation procedure and concurrently the subtle concepts of randomness and convergence. Special emphasis is given to the use of graphical representations. (MKR)
Described are examples of classroom exercises that use interactive graphics software for personal computers to enhance the teaching of statistical concepts by allowing students to generate multiple examples, make conjectures, and verify their findings about the concept. The transfer of this interactive tool to other subject areas is suggested. (MDH)
Discusses the use of computer-illustrated texts to teach statistics at the college level. Microcomputer-based software that can be used in the areas of calculation, graphics, simulation, animation, and text presentation is described; and use of the software for lectures, laboratory use, and tutorials is discussed. (three references) (LRW)
This article describes the use of a microcomputer software/textbook package which provides for individualized assignments in an introductory statistics course. Advantages and limitations of these materials are summarized and student reactions to them are reported. (Author/JDH)
Described is a strategy that allows students to experiment with probability without applying formulas to solve problems. Students are able to intuitively develop concepts of probability before formal definitions and properties. Sample problems are included along with BASIC programs for some of the problems. (KR)
A unit of study that introduces collecting, representing, describing, and interpreting data is presented. Suitable for students in grades 4 through 6, it provides a foundation for further work in statistics and data analysis. The investigations may extend from one to four class sessions and are grouped into three parts: "Introduction to Data Analysis"; "Learning About Landmarks in the Data"; and "A Project in Data Analysis." An overview of the investigation, session activities, dialogue boxes, and teacher notes are included in each investigation. The major goals developed in each part of this guide are: (1) describing the shape of the data; (2) defining the way data will be collected; (3) summarizing what is typical of the data; (4) making quick sketches of the data; (5) inventing ways to compare two sets of data; (6) representing data first through sketches, then through a presentation graph or chart; (7) using the median as a landmark in the data; (8) understanding that the median is only one landmark in the data; and (9) experiencing all the stages of a data analysis investigation. Attached are 10 student sheets. (KR)