Discusses the use of computers in teaching these courses at the Eindhoven University of Technology: (1) regression analysis; (2) generalized linear models; and (3) multivariate statistical methods. Students also use the computer for their final studies for validating statistical tests. (JN)
Proposes an alternative means of approximating the value of complex integrals, the Monte Carlo procedure. Incorporating a discrete approach and probability, an approximation is obtained from the ratio of computer-generated points falling under the curve to the number of points generated in a predetermined rectangle. (MDH)
The book is for non-specialists visiting an introductory course in statistics. It does not only give a description of conventional statistical methods but discusses also limits and alternatives. It avoids mathematics without excessively simplifying basic concepts. Topics: mean values, variance measures, distribution functions, probabilities, random samples, correlation, regression, factor analysis, graphical representation, tables, remarks on empirical scientific working. Each chapter ends up with exercises.
Manual for teachers about the subjects probability calculus and statistics in German secondary classes with lesson plans, teaching units, reports on class experiments and mathematical facts. Contents: intuitive probability, statistics in 6th grade using a BASIC-desk computer, descriptive statistics in 7th and 8th grades, probability calculus in upper secondary, limit theorems, inference statistics.
The enclosed summaries were provided by working group facilitators and placed in the public domain in an unedited form to inform dialouge about and contribute to the improvement of assessment practices in statistics education. A formal conference report is in the planning stage.
How the microcomputer can be used to reinforce basic statistical concepts and techniques is presented. The methods for achieving this include specific statistical problems, projects, games, and simulations for use with microcomputers. (MNS)
This article investigates two common methods of determining the line of best fit and then expands on the techniques used in these methods to find the line of best fit by graphing, estimating and using a microcomputer. (PK)
Hypertext and its more advanced form Hypermedia represent a powerful authoring tool with great potential for allowing statistics teachers to develop documents to assist students in an algorithmic fashion. An introduction to the use of Hypertext is presented, with an example of its use. Hypertext is an approach to information management in which data are stored in a network of nodes, or frames, connected by links. Nodes can contain text, graphics, audio, video, source code, or other forms of data. The designer of the document creates the nodes on a word processor, statistical package, or graphics program; he or she may go forward or backward through the links created. Hypertext documents are easy to use, although the number of levels of linkage should be kept to a minimum for students. Such documents are not as easy to create, requiring the creation of text files, linkage files created with Hypertext software, and graphics files. A sample Hypertext document is described for student learning about hypothesis tests for a single sample containing a parameter measuring the central tendency of the population. It is predicted that, in time, the text for an elementary statistics course will be a Hypertext document. Two sample flowcharts for use in the Hypertext document are provided. (SLD)
Evaluation, analysis and interpretation of data is an important task of all sciences. Students should be introduced to a critical relationship with numbers. As an example, the two aspects measurement of a single value and investigation of the functional interrelationship of two measured values are discussed. The current mathematical subject should be applied, practised and constantly repeated. The proposed examples are interesting experiments, which allow us to mix empirical and mathematical conclusions. (orig.)
Demonstrates how microcomputers can be used in teaching differential calculus, iteration, integral calculus, graphs, and statistics. Several ideas for putting this information into practice are outlined. Sample computer programs are included for the discussions on differential calculus, integral calculus, and iteration. (JN)