Proceedings

  • I teach a standard, junior-level, two-semester sequence in probability and mathematical statistics, MATH 335-336, at Oberlin College. In this sequence students learn the mathematical theory that underlies statistical practice as we cover the random variables, functions of random variables, expectation, the central limit theorem, estimators, confidence intervals, hypothesis testing, and regression, among others. Most of the students who take the sequence have no previous experience with statistical applications or with data. Unfortunately, in MATH 335-336 students see little of the applied side of the discipline - there only so much that we can do in two semesters! Although they learn about sampling distributions and large-sample properties of estimators, they learn little about the concerns practicing statisticians have about how samples are actually drawn: experimental design, randomization, bias, etc. I address this problem by offering an additional, one-credit, course - MATH 337 - DATA ANALYSIS - as an adjunct to MATH 336.

  • This report consists of excerpts from a paper entitled "The Religion of Statistics?" and discusses writing papers in statistics courses.

  • Computers have been used in the introductory statistics course at Brigham Young University for several years. The number and type of computers, as well as the manner in which they have been used, has evolved considerably during this time. This paper attempts to explain some of the lessons from this experience and some of our current views on the subject.

  • There are many reasons why computers should be used in our courses. Still they are underutilized in many statistics classes today. In this paper the author will address each of the possible reasons why this is so. He will conclude with some thoughts about the future of computers in our courses.

  • In April 1983, the Madison Commission on Excellence in Education reported that we are a "Nation at Risk" in that we are setting for mediocrity in education and that our students are insufficiently prepared in mathematics, science, and other related areas. This report included the recommendation that high school students must be equipped to understand probability and statistics. In Educating Americans for the Twenty-First Century, the National Science Board on Precollege Education in Mathematics, Science and Technology (1983) expressed its concern that "statistics and probability should now be considered fundamental for all high school students." The National Council of Teachers of Mathematics' Agenda for Action: Recommendations for School Mathematics of the 1980's concluded that school mathematics must focus on problem solving and should integrate "the problem-solving capabilities of the computer" into the classroom in order "to implement new strategies of interaction and simulation.

  • This report describes a project that was organized to prepare teams of people to become change agents in their districts and in the profession of statistics.

  • This paper will describe applications of reforms proposed for college mathematics for teaching introductory statistics to prospective high school mathematics teachers.

  • In this article I will describe: - how my minute paper questions have evolved, - how my minute paper process has evolved, and - things I have learned from and about minute papers.

  • The subject here is resampling as a substitute and complement to conventional methods, the method of first choice in handling actual everyday problems, and not an improvement in the standard pedagogy.

  • Together with Julian Simon in the same class, I used Against All Odds in teaching introductory business statistics at the University of Maryland's College of Business and Management. A description of how we used it is preceded by a discussion of the role of probability and inference in a statistics course, and the use of resampling simulation in teaching statistics.

Pages