Proceedings

  • This paper is a follow-up of a report given by Stout and Smeltz (1982) at last year's conference. Together, these two reports examine the extent that non-traditional teaching techniques in statistics are being utilized in colleges and universities as well as the perceived effectiveness of these techniques by the individuals using them. This report focuses on the specific advantages and disadvantages of each nontraditional technique as outlined by survey respondents. The information obtained in this report will provide an indication of the overall impression of each technique. It should also be useful to prospective users as they analyze the costs and benefits of adopting these new techniques. Finally, it should provide a basis of knowledge for innovators as they attempt to improve the operationalization of each technique.

  • The Statistical Anxiety Rating Scale (STARS) was developed to measure statistical anxiety. Statistical anxiety is defined as the feelings of anxiety encountered when taking a statistics course or doing statistical analyses. Eighty-nine items were generated and presented to a sample of 1150 statistics students. STARS can be used by statistics teachers to help diagnose areas of high anxiety.

  • This paper presents a three level scheme for categorizing the use of computers/microcomputers in the teaching of statistics.

  • This article relates some of our experiences at Dalhousie University in the use of projects for elementary statistics courses and argues for both their feasibility and worth.

  • This session concerns using technology to improve instruction. My part of this topic deals with television, a decidedly old technology that is better known among college teachers for damaging the preparation of students than for instructing them.

  • In order to educate high school students in statistical reasoning, we have developed, under National Science Foundation support, a computer-enhanced curriculum called Reasoning Under Uncertainty and microcomputer software called ELASTIC. The curriculum emphasizes reasoning and learning-by-doing as methods for helping students understand the hows and whys of statistics. The software is built on design principles of interactivity, visualization, and multiple, linked representations; it provides a laboratory in which students can explore the underlying meaning of abstract statistical concepts and processes. This paper describes the innovative aspects of the software and curriculum and the results of a field test in two high school classrooms- one urban, one suburban.

  • I feel it is essential for a high school graduate to be able to understand and interpret basic ideas of statistics.

  • Through its NSF funded Quantitative Literacy Project, the Joint Committee has developed teacher training programs and curriculum materials that are now being used throughout the country. The influence of these materials and methods extends far beyond a few classrooms, as many educational organizations look to them for guidance in establishing state and national guidelines on teaching statistics.

  • Statistics has never been one of the major strands in the mathematics curriculum in the United Stated. Recently, however, educators have recognized the need for a society that is quantitatively literate; almost every national report or set of recommendations contains a call for statistics in the curriculum.

  • This report discusses various techniques to teaching statistics: Writing, Concepts, Essay Exams, Precis and Note cards.

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