Literature Index

Displaying 861 - 870 of 3326
  • Author(s):
    Metz, K. E.
    Editors:
    Gal, I., & Garfield, J. B.
    Year:
    1997
    Abstract:
    Randomness and chance variation are key ideas that can function as goals in young students' understanding and application of chance. In this chapter, I examine how these key ideas involve construction of new concepts, as well as beliefs about the place of chance in the world. These ideas are considered from the perspective of the mathematics or statistics classroom culture; i.e., how the classroom culture reflects and fosters beliefs about the place of uncertainty and chance in the world.
  • Author(s):
    Lavigne, N. C.
    Year:
    1994
    Abstract:
    This paper describes a computer-based learning environment for teaching descriptive statistics to eighth grade mathematics students. Using computers as a platform for teaching statistics can promote interest and help learners overcome their inhibitions about statistics. An instructional program, Discovering Statistics, was developed using Hypercard to motivate learners and to promote statistical understanding. Concepts are situated in concrete, real life contexts and the meaning of such concepts are modeled in examples that reflect the statistical problem solving process. Text, graphics, sound, animation, and computer screen recordings are used in various degrees to provide learners with multiple representations that further situate and model instruction.
  • Author(s):
    Jim Albert
    Year:
    2009
    Abstract:
    An attractive way of introducing Bayesian thinking is through a discrete model approach<br>where the parameter is assigned a discrete prior. Two generic R functions are introduced for<br>implementing posterior and predictive calculations for arbitrary choices of prior and sampling<br>densities. Several examples illustrate the usefulness of these functions in summarizing the<br>posterior distributions for one and two parameter problems and for comparing models by the use<br>of Bayes factors
  • Author(s):
    Leinhardt, G., &amp; Larreamendy-Joerns, J.
    Editors:
    Lovett, M. C., &amp; Shah, P.
    Year:
    2007
  • Author(s):
    Koedinger, K.
    Editors:
    Lovett, M. C., &amp; Shah, P.
    Year:
    2007
  • Author(s):
    Burrage, M., Epstein, M., &amp; Shah, P.
    Editors:
    Lovett, M. C., &amp; Shah, P.
    Year:
    2007
  • Author(s):
    Beth Chance and Soma Roy; Doug Shaw; Lisbeth Kaiserlian
    Year:
    2016
  • Author(s):
    Hawkins, A.
    Year:
    1997
    Abstract:
    David Cox describes statstics as being comprised of 'three inter-linked pillars'; the mathematics of probability, the general principles for the design of investigations, and the general principles for analysis and interpretation of investigations. If this is the case, then statstical education must support these inter-linked pillars. There are, however, a number of factors that sometimes prevent it from doing so.
  • Author(s):
    Bar-Hillel, M.
    Year:
    1989
    Abstract:
    Recently, Nathan (1986) criticized Bar-Hillel and Falk's (1982) analysis of some classical probability puzzles on the grounds that they wrongheadedly applied mathematics to the solving of problems suffering from "ambiguous informalities". Nathan's prescription for solving such problems boils down to assuring in advance that they are uniquely and formally soluble--though he says little about how this is to be done. Unfortunately, in real life problems seldom show concern as to whether their naturally occurring formulation is or is not ambigous, does or does not allow for unique formalization, etc. One step towards dealing with such problems intelligently is to recognize certain common cognitive pitfalls to which solvers seem vulnerable. This is discussed in the context of some examples, along with some empirical results.
    Location:
  • Author(s):
    Molnar, Adam
    Year:
    2013
    Abstract:
    At the 2012 IASE Roundtable, Thursday speakers covered diverse technological subjects in developed and developing countries. They demonstrated that the technological frontier varies based on current position and resources. Complexity and acclimation challenges affect all implementations. Discussion of several papers considered the foundation of statistics, whether data or mathematics made more sense and generated more beauty. Plenary discussion had two major topics – comparative benefits of real and realistic data, and ways to attract students to research in statistics.

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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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