Body girth measurements and skeletal diameter measurements, as well as age, weight, height and gender, are given for 507 physically active individuals - 247 men and 260 women. These data can be used to provide statistics students practice in the art of data analysis. Such analyses range from simple descriptive displays to more complicated multivariate analyses such as multiple regression and discriminant analysis.
Unlike primary and secondary educators, professors in post-secondary education are not required to meet certification requirements in education. Expressly, they are not required to have demonstrated competencies in the areas of education that contribute to the process of educating undergraduate and graduate students, such as pedagogy or evaluation in a subject matter area. To address its responsibility for training graduate students as teachers as well as scholars and investigators, the Emory University Graduate School of Arts and Sciences implemented the Teaching Assistant and Teacher Training Opportunity (TATTO) for all graduate students in 1992. Each graduate department has instituted its own TATTO program with a consistent and Graduate School-approved format. In this paper we describe our experience over the last six years with the evolving teacher-training program in the Department of Biostatistics. In our program, we focus on developing communication skills for all graduates, even those who may not pursue an academic career involving teaching. We also discuss the merits and challenges of our course in pedagogy in biostatistics, as well as other training components, including instruction in statistical consultation. We have found that the interactive dynamic nature of this program is well-received by the students. We have also found that the students benefit from observing good teachers, with attention to the craft of teaching, and from the feedback given by these teachers on student teaching style.
The statistical power of an experiment is a subtle idea that is difficult to explain to a non-statistician, and yet it is fundamental to the design of scientific experiments. We have developed some spreadsheets that have been useful in illustrating the ideas by simulation. These allow scientists to simulate situations using parameters similar to what they expect in their own work, and to explore the effect of experimental variability. Our examples are available on the World Wide Web.
Generally, when empirical statistical distributions are discussed in basic text books, a stress is given to the type of the data (quantitative, qualitative, ..). Rarely the problem of the meaning of the data and of their quality is treated. Only in the text books of sampling techniques and in some books of applied statistics this problem is considered, essentially with reference to the collection of the data. We think, instead, that it is very important to explain also the meaning of the data and the fact that they are one of the possible images of the phenomena. A summarized exposition of the problem is presented, emphasizing some particular aspects. (orig.)
Presents several problems that use calculator or computer-generated graphs of the absolute value function as related to the maximum and minimum functions to illustrate the statistical concepts of range, median, mean, and variance. (MDH)
This paper describes the development of curriculum materials for teaching the Sum of Squared Errors (SSE) to one class of 25 eighth graders in Hawaii. Microcomputers were used in class. Prior to explicit introduction of the SSE students were given repeated contact with a data base of various statistics collected from members of their class. Then a computer program was introduced which randomly selected values using the data base; students tried different guessing strategies. Worksheets were used in connection with this and other content; they are included in the paper. Interactive game-like situations were also used. The bridge to standard deviation was then described. Misconceptions that students may bring to the discussion of probability are described, with ways the developed materials sought to clarify the concepts. Finally, the application of SSE to linear regression is discussed. (MNS)
GSTAT is a software package for the didactical support of teaching statistics to beginners having no previous knowledge in statistics or EDP. The book and the programs (which are not included but separately available on 5 1/4'' - and 3 1/2'' - disks) are giving an intuitive approach to random processes by illustrating the concepts and theorems with graphics and simulations (like the central limit theorem and the law of big numbers).
This paper discusses the use of an interactive computer system as a major component of instruction for the graduate level introductory educational statistics course at the University of Maine at Orono. Four major computer topics are covered in the statistics course: (1) terminal and computer operation, (2) Montana State University Interactive Statistical Analysis Program (MSUSTAT), (3) the CMS Editor, and (4) the Statistical Package for the Social Sciences (SPSS). These topics are introduced sequentially during the first six weeks of the semester. The major objective is for the students to be able to use SPSS; the other three topics provide the prerequisite skills. Four references are listed and the appendices include a course syllabus for the summer, 1981; instructions on how to use the Interactive Statistics Program; instructions for using the terminal; three study guides; and instructions for card order and deck setup for generating and processing SPSS files. (CHC)
The changing role of mathematics in society may require a different mathematics curriculum in the schools. Curriculum builders work constructing pieces of the new mathematics curriculum. To last, this new curriculum must be based on a foundation of experience and research. This book provides access to that foundation for secondary schools and two-year colleges. Sections deal with curricular goals and instruction in algebra, geometry, precalculus, calculus, statistics and probability, and discrete mathematics. Concerns are expressed for the slow learner, gifted, and sex-related differences in mathematics. An opening chapter provides historical background. Other chapters deal with mathematical learning theory, the development of curriculum, evaluation, the use of computers, mathematics as recreation, and mathematical applications. Inservice teacher education and trends in secondary and two-year college education are discussed and a final chapter lists resources under the headings of organizations, newsletters, periodicals, National Council of Teachers of Mathematics yearbooks, films/videotapes, general references, and selected distributors and publishers. Annotated bibliographies are included throughout the book. (DC)
This manual designed for grade 3 is part of a series for a program to integrate the teaching and learning of mathematical and computer concepts and skills in the elementary school. The manual contains 20 lessons. Each lesson includes information on the topic, suggested grade level, mathematics concepts and skills, objective, prerequisite skills needed, and activities. Topics contained in the lessons include: (1) problem solving; (2) geometry; (3) numbers; (4) measurement; (5) number concepts; (6) addition; (7) time; (8) LOGO; (9) division; (10) fractions; and (11) probability, statistics, and graphing. Software programs used for the activities are specified for each lesson. (KR)