Literature Index

Displaying 301 - 310 of 3326
  • Author(s):
    Olecka, A.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    The purpose of this paper is to suggest how Dienes' stages of concept development can be applied as a framework for organising probability teaching. If we try to organise probability teaching globally in this manner, it turns out too complicated and inadequate; too many concepts are involved at the same time. So I believe that for the sake of didactical analysis it may be useful to separate particular concepts and to model the teaching according to Dienes' stages - each concept separately - and finally combine these models.
  • Author(s):
    Braun, W. J.
    Year:
    1995
    Abstract:
    The video lottery terminal dataset contains observations on the three windows of an electronic slot machine for 345 plays together with the prize paid out for each play. The prize payout distribution is so badly skewed that confidence intervals for expected payout based on the central limit theorem are not accurate. This dataset can be used at the graduate or upper undergraduate level to illustrate parametric bootstrapping. The dataset can also be used in a graduate course to illustrate tests of independence for two and three-way contingency tables involving random zeroes, or these tables may be collapsed and used as examples in an introductory course.
  • Author(s):
    Anderson-Cook, C. M.
    Year:
    1999
    Abstract:
    This article discusses an active learning technique that can be easily incorporated into a variety of introductory statistics classes to demonstrate purely subjective and statistical confidence intervals.
  • Author(s):
    Bakker, A., Ben-Zvi, D., & Makar, K.
    Year:
    2017
  • Author(s):
    Michelle G. Everson and Joan Garfield
    Year:
    2008
    Abstract:
    This paper describes two innovative online introductory statistics courses that utilize technology to create unique interactive learning environments. In these courses, technology is used to enable students to collaborate and learn from each other, in addition to learning from required course materials and the instructor. Technology is also introduced into the courses as a way to better illustrate important statistical concepts and provide students with tools to describe and analyze data. In this paper, special attention is paid to the way in which the GAISE recommendations have been implemented in one key component of the online courses: small-group discussion. Evaluative data gathered from students is used to describe how students perceive the discussion component of the courses, as well as how desired learning outcomes are being achieved. The paper concludes with a discussion of lessons learned from teaching an online statistics course, and implications for future development of online staiststics courses.
  • Author(s):
    Ruma Falk, Raymond S. Nickerson
    Year:
    2009
    Abstract:
    When two sealed envelopes contain money, one twice as much as the other, a player should be indifferent between them. But when one envelope is opened, one's decision should vary as a function of the observed value and one's subjective probabilities.
  • Author(s):
    Chiocca, C.-M.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    The aim of this paper is to present the concept of an 'instrumental' obstacle. In French agricultural education, the spreadsheet is often used as a tool or "artefact" in statistics teaching. Some obstacles to learning appear due to the use of this instrument. Difficulties appear during the learning of analysis of variance by students, who are not trained mathematicians. The concept of average however, which might have been regarded as unproblematic, caused surprising difficulties during one step in the algorithm for analysis of variance. The notion of 'instrumental' obstacle seems to be pertinent in order to analyse this phenomenon. This kind of obstacle is different from those presented by the internal constraints of the artefact. This study confirms that students have yet some problems with the notion of average, but that with spreadsheet use they become aware of this difficulty.
  • Author(s):
    Dawes, W. S.
    Year:
    1983
    Abstract:
    This paper outlines a proposal that takes advantage of the potential offered by the enormous increases in the availability of computer facilities and the growth of some degree of computer literacy.
  • Author(s):
    Aberson, C. L., Berger, D. E., Healy, M. R., & Romero, V. L.
    Year:
    2002
    Abstract:
    This paper describes an interactive Web-based tutorial that supplements instruction on statistical power. This freely available tutorial provides several interactive exercises that guide students as they draw multiple samples from various populations and compare results for populations with differing parameters (for example, small standard deviation versus large standard deviation). The tutorial assignment includes diagnostic multiple-choice questions with feedback addressing misconceptions, and follow-up questions suitable for grading. The sampling exercises utilize an interactive Java applet that graphically demonstrates relationships between statistical power and effect size, null and alternative populations and sampling distributions, and Type I and II error rates. The applet allows students to manipulate the mean and standard deviation of populations, sample sizes, and Type I error rate. Students (n = 84) enrolled in introductory and intermediate statistics courses overwhelmingly rated the tutorial as clear, useful, easy to use, and they reported increased comfort with the topic of statistical power after using the tutorial. Students who used the tutorial outperformed those who did not use the tutorial on a final exam question measuring knowledge of the factors influencing statistical power.
  • Author(s):
    Connor, D. & Davies, N.
    Editors:
    Goodall, G.
    Year:
    2002
    Abstract:
    This article compares the national curriculum data-handling specifications of the UK, South Africa, Australia and New Zealand and shows how data from the CensusAtSchool project can be used to enhance the data-handling capabilities of pupils in those countries. These data can also provide enhanced opportunities for the integration of ICT into core curriculum activities. Some ideas to enable teachers of statistics to create classroom teaching material with an international flavour are also provided.

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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