In this article I introduce a way of representing probabilities which has shown promise both in developing a quantitative interpretation of probability and in helping students understand basic arithmetic operations on probabilities. I refer to this representational device as a "pipe diagram." Many will recognize pipe diagrams as modified tree diagrams. By way of introduction, I first show a standard tree-diagram solution to a typical probability problem.
The National Council for Teachers of Mathematics have led the way in developing new standards for mathematics instruction and assessment. This paper describes what we call an authentic statistics project for eighth graders using computers for both instruction and assessment purpose.
This paper describes an authentic statistics project for eighth graders using computers for both instruction and assessment purposes.
This article discusses TapeMeasure, a videotape-based data system. TapeMeasure is a sytem which allows students to make measurements on a videotape. They can choose particular frames to measure by using a VCR-like interface that allows them to advacne the tape a freme at a time or by choosing a particular indexed video segment from a directory. An investigation is described that involved 7th and 8th grade students in an exploration of variables that might influence their running spped. Students designed an experiment, videotaped a race, and made measurements from the video tape. They analyzed the resulting data to determine which variable(s) were most closely correlated with running speed.
This paper addresses the topic of inadequate preparation of the students in the mathematical and logical concepts which form the basis of statistical reasoning. First, a rationale for the assessment of students' entering skills is developed. This is followed by a discussion of the skills that should be included in the assessment. The final section discusses ways to use the results of these assessments.
In this talk we will briefly present our philosophy regarding student projects and then concentrate on organizational issues associate with having students in large lecture section courses do projects.
This paper describes how projects can be incorporated into an applied statistics course, with particular attention directed towards courses with a small number of students. It presents a summary of how the author, his colleagues, and other educators use projects. It concludes with a discussion of the advantages and disadvantages of using this pedagogical tool.
Examples of past projects and a variety of writing assignments associated with them are given.
I will contrast the way statistics has often been taught in the past with what is proposed for the future.
In "resampling" we broadly include (i) Sampling from populations (Monte Carlo calculations of probability) and (ii) resampling from samples (simple bootstrapping for inference). Both forms of resampling were primarily developed for researchers to answer questions too complex for analytical tools. For many of the modest problems we teach undergraduates, however, analytical solutions are usually available that provide great generality and insight. What need is there for resampling?