Journal Article

  • The development of the understanding of average was explored through interviews with 94 students from Grades 3 to 9, follow-up interviews with 22 of these students after 3 years, and follow-up interviews with 21 others after 4 years. Six levels of response were observed based on a hierarchical model of cognitive functioning. The first four levels described the development of the concept of average from colloquial ideas into procedural or conceptual descriptions to derive a central measure of a data set. The highest two levels represented transferring this understanding to one or more applications in problem-solving tasks to reverse the averaging process and to evaluate a weighted mean. Usage of ideas associated with the three standard measures of central tendency and with representation are documented, as are strategies for problem solving. Implications for mathematics educators are discussed.

  • 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)

  • 25 undergraduates enrolled in an introductory psychology statistics course took 2 examinations: a traditional exam and an exam using the SPSS/PC program. Ss then completed questionnaires assessing their perceptions of SPSS/PC. Scores on the 2 exams did not differ significantly. Ss were ambivalent about the helpfulness of the program, about which test showed more of their knowledge, and about whether the program supplied any additional information. Ss requested that more class time be devoted to learning SPSS/PC's concepts, theories, and derivations. (PsycLIT Database Copyright 1995 American Psychological Assn, all rights reserved)

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