Literature Index

Displaying 851 - 860 of 3326

  • Developments in statistical education

    Author(s):
    Kapadia, R.
    Year:
    1980
    Abstract:
    This paper describes recent work carried out by the Schools Council Project on Statistical Education. The Project advocates a problem-solving approach towards the teaching of statistics in secondary schools (11-16 years of age range). It sees statistics as an interdisciplinary subject primarily concerned with data. The article illustrates these important aspects with teaching materials which have been developed and tested extensively in a variety of schools. Finally an evaluation and assessment of the project's work is presented.

  • Diagnosis of Deficiencies in the Understanding of Concepts of Statistics

    Author(s):
    Boveda, A. U.
    Year:
    1975
    Abstract:
    A knowledge of statistics is an essential part of the training of all students in the filed of education and other behavioral sciences. There are many reasons for this. First, an understanding of the modern literature of behavioral sciences requires a knowledge of statistical method and modes of thought. A high proportion of current books and journal articles either report experimental findings in statistical form or present theories or arguments involving statistical concepts. Therefore, those who aim to become professional personnel in the field of education and other behavioral sciences need competency in the quantitative concepts and skills of statistics for several essential purpose.

  • Diagnostic testing for introductory statistics courses

    Author(s):
    Eltinge, E. M.
    Editors:
    Gordon, F., & Gordon, S.
    Year:
    1992
    Abstract:
    This paper addresses the topic of inadequate preparation of the students in the mathematical and logical concepts which form the basis of statistical reasoning. First, a rationale for the assessment of students' entering skills is developed. This is followed by a discussion of the skills that should be included in the assessment. The final section discusses ways to use the results of these assessments.

  • Diamond Ring Pricing Using Linear Regression

    Author(s):
    Chu, S.
    Year:
    1996
    Abstract:
    Data presented in a newspaper advertisement suggest the use of simple linear regression to relate the prices of diamond rings to the weights of their diamond stones. The intercept of the resulting regression line is negative and significantly different from zero. This finding raises questions about an assumed pricing mechanism and motivates consideration of remedial actions.
    Location:
    http://www.amstat.org/publications/jse/v4n3/datasets.chu.html

  • Didactical phenomenology of probability

    Author(s):
    Kapadia, R.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    This research is inspired by the first book in the series launched by Reidel on mathematical education. Freudenthal (1983) expounds his philosophical approach in great detail considering many topics in mathematics but excluding (perhaps surprisingly) probability. The paper is presented in three parts which are kept succinct. After showing the relevance of didactical phenomenology, a perspective on approaches to probability is given as a framework for the experimental research which has been undertaken.

  • Differences in students' use of computer simulation tools and reasoning about empirical data and theoretical distriutions.

    Author(s):
    Rider, R., & Lee, H. S.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    This paper reports a comparison of two separate studies using the same task and simulation software but with different age groups and abilities of students who have had different curricula experiences. One study examined how middle school students used computer simulation tools to reason between empirical data and theoretical probability. The second study replicated the first with secondary school students who had just completed an Advanced Placement statistics course. This comparison includes the similarities and the differences in the way each group approached the task and used the simulation software, given their background and prior knowledge.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/7E2_RIDE.pdf

  • Difficulties Greek Senior High School Students Identify in Learning and the Teaching of Statistics: The Case of Experimental and Private High Schools

    Author(s):
    Dimitris Ghinis, Konstantinos Korres, and Sotiris Bersimis
    Year:
    2009
    Abstract:
    The present paper examines the difficulties Greek senior high school students identify in learning Statistics and how these difficulties are related to the course's level of difficulty. Also it examines the difficulties students identify that teachers face while teaching Statistics, their suggestions for changes and how these difficulties and suggestions are related to the level of the students' satisfaction by the method of teaching. In the paper a case-study is presented, that was designed and realized at the Department of Statistics and Insurance Sciences of the University of Piraeus. In the study 163 students from Experimental and Private High Schools participated, all attending the 3rd grade of Greek senior high school.
    Location:
    http://www.amstat.org/publications/jse/v17n3/ghinis.html

  • Difficulties in learning basic concepts in probability and statistics: Implications for research

    Author(s):
    Garfield, J. B., & Ahlgren, A.
    Year:
    1988
    Abstract:
    There is a growing movement to introduce elements of statistics and probability into the secondary and even the elementary school curriculum, as part of basic literacy in mathematics. The literature reviewed in this paper indicates a need for collaborative, cross-disciplinary research on how students come to think correctly about probability and statistics.
    Location:
    RISE

  • Difficulties in learning probability and statistics

    Author(s):
    Garfield, J. B., & Ahlgren, A.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    In the literature on education in probability and statistics, different issues of difficulty have been addressed rather independently by individuals from three different disciplines: college statistics faculty, specialists in pre-college mathematics education, and psychologists. The main contributions of the literature in these three disciplines are described, and a list of areas of difficulty students have in learning probability and statistics is provided, based on this literature. Implications are suggested for teaching and for future research.

  • Dilemmas In Teaching An Introduction To Statistical Inference To Economics Students

    Author(s):
    Raviv, A. & Leviatan, T.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Our approach to teaching statistics to economics students is presented in our 2-volume book. Though written as a textbook for economics students, a broad population who seem to recognize the universalism of the approach is using it. We discuss here the dilemmas encountered in deciding course content and level of mathematical sophistication. The course at Tel Aviv University has undergone several changes, reflecting the changing viewpoints of the "consumer" (Dept. of Economics) and the "supplier" (Dept. of Statistics and OR). Presently, the course is almost as rigorous as the courses offered to statistics majors. Students appreciate the challenges arising in statistical theory, even if they lack sophisticated mathematical reasoning. We illustrate by examples how we teach relatively high-level mathematical concepts in statistical inference, such as maximum likelihood estimation and the Neyman-Pearson Lemma.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/10_57_ra.pdf

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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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