Literature Index

Displaying 2801 - 2810 of 3326

  • The Pedagogy and Probability of the Dice Game HOG

    Author(s):
    Feldman, L., & Morgan, F.
    Year:
    2003
    Abstract:
    The dice game HOG has been used successfully in a variety of educational situations as an activity that not only introduces students to concepts in probability, statistics, and simulation but also fosters student interest in these concepts. This article presents several areas in the statistics curriculum where important concepts can be dealt with in a hands-on way. These areas include probability as decision making, experimental versus theoretical probability, expected value, and optimization.<br>This article explains the rules for HOG, gives examples of students' understanding, develops the probability theory, and identifies a "best" strategy for playing the game. This "best" strategy is developed in the context of fair six-sided dice and then generalized to fair s-sided dice.
    Location:
    http://www.amstat.org/publications/jse/v11n2/feldman.html

  • The Perception of Probability Situations in Pupils Aged 12 to 14

    Author(s):
    Glaeser, G.
    Editors:
    Scholz, R. W.
    Year:
    1983
    Abstract:
    The probability concept is not simple: It can be disolved into many components and we shall describe some of them. From the general point of view, the student does not acquire all these components simultaneously, but rather crosses one treshold of the other. Hence, he/she always possesses but a partial understanding. He/she will be able to answer some questions which are compatible with the tresholds already attained; but he/she will systematically fail in other tests. Besides, the mere crossing of treshold is not sufficient. fixation is indispensible to secure the knowledge acquired. Otherwise, the pupil can be asked diverting questions which reveal the instability of the knowledge acquired. This paper is a personal view of a study of Jesus ALARCON (Mexico), who presented his doctoral thesis in Strasbourg in Juni, 1982. This research is not in a genetical perspective, as this would require comparing the results of children from different age groups. The study used approx. 300 12- to 14-year -old pupils who were distributed to 3 samples of approx. equal size, i.e., 3 questionnaires were presented with slight alterations of the items to be tested. The results of only one of these samples (106 pupils) will be discussed here.

  • The perception of randomness

    Author(s):
    Falk, R.
    Editors:
    Comiti, C., &amp; Verguaud, G.
    Year:
    1981
    Abstract:
    This paper discusses the concept of chance.

  • The place of statistics in the training of mathematics teachers in France

    Author(s):
    Hennequin, P. L.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    Here, there are six main points which describe the teaching of statistics in France.
    Location:
    RISE

  • The place of video in new styles of teaching and learning statistics

    Author(s):
    Moore, D. S.
    Year:
    1993
    Abstract:
    Strong movements in both education research and education reform are emphasizing that teaching should encourage student activity rather than simply aim knowledge in the general direction of a student audience. Yet video, at least in its traditional technological forms, is passive. How can teachers make effective use of an apparently in effective medium? What role can video best play in new multimedia instructional systems? This article reviews research on learning through television in order to make practical suggestions. Specific examples are two widely distributed series, Against All Odds: Inside Statistics and Statistics: Decisions Through Data.

  • The planning stage in statistical reasoning

    Author(s):
    Chervany, N. L., Benson, P. G., &amp; Iyer, R. K.
    Year:
    1980
    Abstract:
    An important step in the statistical problem-solving process is the selection of the appropriate statistical procedure for the real-world situation under analysis. A decision-tree term project has been found to be an effective teaching device to help MBA students understand this step. The project requires the students to construct a decision-tree structure, which, through a series of questions and responses, will lead from the statement of a statistical question to the appropriate sampling distribution to use in addressing the question.

  • The practice of teaching and research in didactics

    Author(s):
    Rouchier, A., &amp; Steinbring, H.
    Year:
    1988
    Abstract:
    The traditional role of educational research and theory for the mathematical teaching practice has been increasingly and extensively questioned during the last decade. There is something wrong with the usual understanding of the theory-practice-relation. Theories - be they as detailed and comprehensive as possible - cannot be transferred directly into the teacher's practice nor can they be applied immediately. Educational research cannot automatically improve teaching practice. Research results cannot be disseminated into teacher's practice simply in a strategy "from the top down". In one word, the old idea that the relationship of theory to practice is of a linear nature in a way that the theoretical results developed in research - if they are only adequately elaborated and made explicit - can be handed over to practice for immediate use will not longer work.

  • The pragmatics of analogical transfer

    Author(s):
    Holyoak, K. J.
    Editors:
    Bower, G. H.
    Year:
    1985
    Abstract:
    The focus of the present article will be on one variety of inductive recombination--the use of analogies (particularly analogies between situations drawn from relatively remote knowledge domains) to solve novel problems and to form generalized rules.

  • The Predictive Approach to Teaching Statistics

    Author(s):
    McLean, A.
    Year:
    2000
    Abstract:
    Statistics is commonly taught as a set of techniques to aid in decision making, by extracting information from data. It is argued here that the underlying purpose, often implicit rather than explicit, of every statistical analysis is to establish one or more probability models that can be used to predict values of one or more variables. Such a model constitutes 'information' only in the sense, and to the extent, that it provides predictions of sufficient quality to be useful for decision making. The quality of the decision making is determined by the quality of the predictions, and hence by that of the models used.<br>Using natural criteria, the 'best predictions' for nominal and numeric variables are, respectively, the mode and mean. For a nominal variable, the quality of a prediction is measured by the probability of error. For a numeric variable, it is specified using a prediction interval. Presenting statistical analysis in this way provides students with a clearer understanding of what a statistical analysis is, and its role in decision making.
    Location:
    http://www.amstat.org/publications/jse/secure/v8n3/mclean.cfm

  • The Preliminary Stages of Data Analysis at the School Level

    Author(s):
    Jolliffe, F. R.
    Editors:
    Pereira-Mendoza, L.
    Year:
    1993
    Abstract:
    Data analysis can be introduced at any stage during a student's school career and its introduction does not have to be restricted to contexts labeled "statistics lessons". In this paper the view is taken that wherever and whenever data analysis appears in the curriculum, the aim is that students will learn something about data analysis as a skill in its own right, as well as about its use as a tool for investigation. Some aspects of data analysis, in common with many other practical skills, may have to be learned rather than taught. The teacher's function is then to facilitate the learning process, to provide an environment in which data analysis can be carried out, to make encouraging suggestions and to stop students from going too far down a fruitless path. Often the teacher will be learning along with the students. In order to start on a program for learning data analysis, data are needed and the first part of this paper discusses what kinds of data might be suitable and how to obtain them. Suggestions are then made as to how start studying a data set and what might be done on an initial analysis.

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