The following discusses the need to include real data sets in today's statistical education.
The following discusses the need to include real data sets in today's statistical education.
Many commissions on education have warned that over the next decade, the U. S. will face a critical shortage of skilled workers thereby reducing the ability to compete globally. Numeracy (quantitative literacy) and the ability to put into effect quality improvement principles are among the critical skills workers need in preparing for the future. Businesses and educational institutions have targeted middle school students as the primary pools for these skilled workers and toward this goal have developed joint ventures to give these students an awareness of numeracy and quality improvement. This author has engaged in such a joint venture designed to interest Baltimore city middle-school students in pursuing careers in the Statistical and Quality Sciences.
A graduate program in mathematics education, designed for secondary school teachers, is described. Probability and statistics is a major component of the program, which is offered on weekends and may be completed in 18 months. The results of a five-year objective evaluation of the program are given.
For faculty, summer camp provided an unusual teaching experience - a small group of motivated students in a highly interactive setting. For students, camp provided a glimpse of college life and an introduction to the field of statistics.
The subject of this paper is the approach to teaching statistics by combining theory and simulation.
In this paper, some difficulties of learning of the students, in the environment of a small liberal arts college, are listed.
This paper reports three experiments with the curriculum of Sophomore Economics and Business statistics. Their purpose was to improve students' performance in the course and to offer them more useful tools for later courses and for employment Evaluations are based on my own perceptions and on anonymous written comments by students.
My remarks are based on considerable experience with in-service training seminars for mathematics at secondary level 1 (grades 5 to 10).
This report discusses problems in teacher education.
This report discusses statistical education and some possible changes in courses.