Literature Index

Displaying 2661 - 2670 of 3326

  • THE CHALLENGE OF PREPARING PRESERVICE TEACHERS TO TEACH INFORMAL INFERENTIAL REASONING

    Author(s):
    Aisling M. Leavy
    Year:
    2010
    Abstract:
    There is growing recognition of the importance of developing young students' informal inferential reasoning (IIR). This focus on informal inference in school statistics has implications for teacher education. This study reports on 26 preservice teachers utilizing Lesson Study to support a focus on the teaching of IIR in primary classrooms. Participants demonstrated proficiency reasoning about the elements fundamental to informal inferential reasoning but had difficulties developing pedagogical contexts to advance primary students' informal inferential reasoning. Specifically, issues emerged relating to data type, an excessive focus on procedures, locating opportunities for IIR, and a lack of justification and evidence-based reading. Focusing on the lesson as the unit of analysis combined with classroom-based inquiry supported the development of statistical and pedagogical knowledge.
    Location:
    http://www.stat.auckland.ac.nz/~iase/serj/SERJ9(1)_Leavy.pdf

  • The challenge of teaching statistics to non-specialists

    Author(s):
    Yilmaz, M. R.
    Year:
    1996
    Abstract:
    Traditional methods of teaching introductory statistics are often viewed as being ineffective because they fail to establish a clear link between statistics and its uses in the real world. To be more effective, it is essential that teaching objectives are clearly defined at the outset and issues of content and methodology are addressed accordingly. This paper proposes that the relevant objectives should aim to develop the following competencies: (a) ability to link statistics and real-world situations, (2) knowledge of basic statistical concepts, (3) ability to synthesize the components of a statistical study and to communicate the results in a clear manner. Towards these objectives, we propose a revamp of the traditional course together with the creation of a new software tool that is currently unavailable.
    Location:
    http://www.amstat.org/publications/jse/v4n1/yilmaz.html

  • THE CHANGING BRAVE NEW WORLD OF STATISTICS ASSESSMENT

    Author(s):
    JOLLIFFE, Flavia
    Year:
    2007
    Abstract:
    There have been many changes over the last thirty to forty years in the way that statistics is taught and assessed. From hand calculations and assessment tasks that tested whether students have learned how to correctly answer questions of a type they had seen before, we have moved to assessments that use computers and resources available on the internet and to examinations where sheets with formulae are provided or that are open-book. These newer forms of assessment present their own challenges. Examples of tasks are given in this paper, with discussion of their implementation and appropriate references to publications in statistical education.
    Location:
    http://www.swinburne.edu.au/lss/statistics/

  • The child's intuition of probability

    Author(s):
    Fischbein, E., Pampu, I., & Minzat, I.
    Editors:
    Hintikka, J., Cohen, R., Davidson, D., Nuchelmans, G., & Salmon, W.
    Year:
    1975
    Abstract:
    The main aim of our research has been to contribute to an elucidation of the following problem: from what age, and in what sense, is it possible to speak of an intuition of chance and probability in the child? Taking Piaget's view as our starting-point, we have assumed that the central feature is that of the relationship between the possible and the necessary. At the same time, we have looked at other aspects which seemed likely to throw light on the problem as a whole: (a) Probability can be expressed either as a prediction of a single isolated event (without specifying the hypothetical multiplicity of its origin), of as a prediction of several events - which may be repetitions of a single event, or a succession of different events. We therefore need to know to what extent children of different ages understand the concept of relative frequency, and the extent to which this enters into their understanding of probabilistic situations. (b) How far is the child able to abstract a common probabilistic structure from different specific contexts and situations? It seemed important to us to include series of events described by unequal probabilities. Reprinted from Enfance 2 (1967), 193 - 206.

  • The co-emergence of aggregate and modelling reasoning

    Author(s):
    Aridor, K., & Ben-Zvi, D.
    Year:
    2017

  • The cold facts about the "Hot Hand" in basketball

    Author(s):
    Tversky, A., & Gilovich, T.
    Year:
    1989
    Abstract:
    This paper discusses the Hot Hand as a cognitive illusion.

  • The Collider principle in Causal reasoning: Why the Monty Hall dilemma is so hard

    Author(s):
    Bruce D. Burns and Mareike Wieth
    Year:
    2004
    Abstract:
    The authors tested the thesis that people find the Monty Hall dilemma (MHD) hard because they fail to understand the implications of its causal structure, a collider structure in which 2 independent causal factors influence a single outcome. In 4 experiments, participants performed better in versions of the MHD involving competition, which emphasizes causality. This manipulation resulted in more correct responses to questions about the process in the MHD and a counterfactual that changed its causal structure. Correct responses to these questions were associated with solving the MHD regardless of condition. In addition, training on the collider principle transferred to a standard version of the MHD. The MHD taps a deeper question: When is knowing about one thing informative about another?
    Location:
    http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ688539&ERICExtSearch_SearchType_0=no&accno=EJ688539

  • The Colour of Money

    Author(s):
    Mike Fletcher
    Year:
    2009
    Abstract:
    We consider how probability theory can be used to increase one's chances of winning in the new television game show The Colour of Money.
    Location:
    http://www3.interscience.wiley.com/journal/122324635/abstract

  • The coming of age of statistical education

    Author(s):
    David Vere-Jones
    Year:
    1995
    Abstract:
    This paper outlines developments in statistical education in the period preceding the formation of the<br>International Association for Statistical Education (IASE) 1991, and takes a tentative look at the future.<br>The first section reviews the history of the ISI's Statistical Education Committee from its setting up in<br>1948 to the birth of the IASE in 1991. The second section attempts to identify some of the underlying<br>factors contributing to the rapid growth of interest in statistical education during the last two decades or<br>so. The third section gives a personal view of some of the issues the IASE may have to confront during its<br>first few years of existence.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/isr/95.Vere-Jones.pdf

  • The Computer Laboratory: New Concepts in Teaching Educational Research

    Author(s):
    Fortune, J. C., et al.
    Year:
    1992
    Abstract:
    The Educational Research Department at Virginia Polytechnic Institute and State University (Blacksburg) attempts to go beyond conventional use of a computer laboratory by offering services to further the educational knowledge of its students. Laboratory staff members demonstrate methods needed to accomplish educational tasks for program requirements as they offer appropriate help to novice and experienced users. This set of papers reviews approaches used at the laboratory. An overview is provided by J. C. Fortune and A. L. Packard. "Computer-Based Laboratory (Mini-Courses Aiding Students in Statistical and Research Methods" (C. J. Rogers) describes how these brief courses are used to familiarize students with options available to them. "Opportunity for Educational Support: Open Laboratory and Mini-Courses" (M. W. Cumbow) describes the physical layout, hardware, software, and courses of the educational research laboratory. "In Support of the Research Education of Graduate Students: Free Tutorials" (J. List) describes the free tutorials in software use provided at the Educational Research Computer Laboratory in the areas of: (1) word processing; (2) statistics; (3) mainframe communications; (4) spreadsheets; (5) graphics; and (6) database management. (SLD)

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education

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