This article presents two major paradoxical examples of one of the simplest statistics, the "average".
This article presents two major paradoxical examples of one of the simplest statistics, the "average".
This paper discusses the complaints of statistical teaching.
This paper discusses the features of MINITAB and the advantages of using it for teaching college statistics.
This article examines the role of random sampling and random assignment in the interpretation of research results. We discuss the random assignment model, which focuses on causal inference, and recommend that both models be taught in introductory methods and statistics courses.
There are two especially useful models of statistical inference, although only one, the normal curve model, is universally taught. The less well known permutation model is contrasted with the normal model and the case made that the permutation model is often more appropriate for the analysis of psychological data. Inappropriate interpretations generated by teaching only the normal model are illustrated. It is recommended that both models be taught so that students and applied workers have a better chance both of understanding the nature of the hypothesis that is being tested, and of correctly discriminating the statistical conditions that support causal inference and generality inference.
This book contains a pool of several different articles written by individuals committed to expanding the teaching of statistics and probability in the schools.
The materials described in this paper can be used in various ways with these different types of students. Originally the materials were developed for a computer-based laboratory for students in mathematical statistics and probability. Those computer programs are written in FORTRAN and can be run in either batch or interactive mode on most large computer systems.
This report discusses the task of implementing suggestions for statistical education.
This paper outlines a proposal that takes advantage of the potential offered by the enormous increases in the availability of computer facilities and the growth of some degree of computer literacy.
This paper describes the incorporation of experiences in statistical practice into an introductory service statistics course at Appalachian State University. Statistical concepts are introduced by exposing students to relevant data problems in non mathematical terms. Emphasizing an exploratory approach to data analysis and an experimental attitude, question formulation is developed.