Literature Index

Displaying 421 - 430 of 3326
  • Author(s):
    Watson, J. M.
    Editors:
    Burrill, G. F.
    Year:
    2006
    Abstract:
    This article is based on research with students in grades 3 to 9 and is concerned with a model that tracks the steps in the development of students' understandings of probabilistic and statistical concepts over time.
  • Author(s):
    delMas, R., Garfield, J., Chance, B.
    Editors:
    Pereira, L., Kea, L. S., Kee, T. W., & Wong, W.
    Year:
    1998
    Abstract:
    The Sampling Distributions program and ancillary instructional materials were<br>developed to guide student exploration and discovery. The program provides graphical,<br>visual feedback which allows students to construct their own understanding of sampling<br>distribution behavior. Diagnostic, graphics-based test items were developed to capture<br>students' conceptual understanding before and after use of the program. An activity<br>which asked students to test their predictions and confront their misconceptions was<br>found to be more effective than one based on guided discovery. Our findings demonstrate that while software can provide the means for a rich classroom experience, computer simulations alone do not guarantee conceptual change.
  • Author(s):
    David Doorn &amp; Maureen O'Brien
    Year:
    2007
    Abstract:
    In an effort to improve active learning in introductory statistics, we introduce the use of<br>concept mapping techniques as part of the course. While previous papers have touted the<br>use of this and other interactive teaching methods in statistics education, we add to this<br>literature by providing additional assessment of its efficacy. This comes through an<br>experimental design that involves a single instructor teaching two sections of the same<br>statistics course over the same semester. Both cover the same material in the same way<br>with the exception that concept mapping is used in one section, but not the other.<br>Assessment of learning outcomes is done through the use of pre-tests and post-tests of<br>understanding of statistical concepts. We also track changes in student's study habits over<br>the semester through additional surveys. We find only weak evidence that concept<br>mapping is effective in aiding student learning of statistics.
  • Author(s):
    SUNDEFELD, Maria Lucia Mar&ccedil;al Mazza
    Year:
    2007
    Abstract:
    The National Institute of Study and Research of the Ministry of Education in Brazil states that there are<br>169 Schools of Dentistry in 2006. At the School of Dentistry of Ara&ccedil;atuba, UNESP, Brazil, this<br>Biostatistics discipline is included in the course with 90 credit hours a year. An interrelationship with<br>other professors has been developed for some years using database of different dental fields. The aim<br>of this research is to get acquainted with the teaching of Biostatics at schools of dentistry in Brazil. The<br>methodology applied was to send the questionnaire to all the coordinators of the courses. As for the<br>result of 76 questionnaires answered, 45 stated the inclusion of Biostatistics in their program studies.<br>Only in 3 schools Biostatistics is taught all over the year in "61 to 90" hours. The conclusion is that the<br>teaching of Biostatistics must be incentivated in all schools of dentistry in Brazil.
  • Author(s):
    SORTO, M. Alejandra
    Year:
    2007
    Abstract:
    In this paper, an assessment project conducted in a class for future middle school teachers in statistics<br>is presented. The project consisted of designing and presenting a lesson that addressed a statistical<br>concept taught in middle school following the Japanese Lesson Study model. Future teachers were<br>asked to identify the big ideas covered, its connections to previous and future content by aligning the<br>lesson to state, national standards, and the GAISE recommendations, make predictions about students<br>misunderstandings based on readings about statistics education research, propose activities or<br>procedures on how to teach the concept, and create an evaluation plan. Lessons were presented in pairs<br>to the entire class and the "best" lesson presented to actual 5th graders at a local middle school. Final<br>reflections and evaluations from prospective teachers are discussed.
  • Author(s):
    Busk, P.
    Abstract:
    This report talks about ways to assess statistics courses in order to learn more about ways to teach effectively.
  • Author(s):
    Preston, S.
    Editors:
    Stephenson, W. R.
    Year:
    2006
    Abstract:
    The dataset presented here illustrates to students the utility of logistic regression. Its analysis results in a fit that explains much of how senators vote on a particular bill, and allows for quantification of the effects of ideology and money on the vote. A number of interesting quantitative interpretations follow from a good fit. A successful analysis makes use of a number of ideas discussed in applied courses: descriptive statistics, inferential methods, transformation of variables, and the handling of outliers and special cases. All these issues arise in the context of data on variables that require of students no specialized knowledge. Students have strong qualitative preconceptions about the relationships among the variables. The final results quantify, and nicely confirm, many of those conceptions.
  • Author(s):
    CAPILLA, Carmen
    Year:
    2007
    Abstract:
    This paper presents a case study of assessing an applied statistics course. The assessment includes 10 computer lab activities, that students may voluntary complete during the fall semester. An individual voluntary project is also incorporated as part of the assessment. At the end of the semester there is a final examination about the course contents. These assessment methods and the difficulties to implement them are discussed. Students have heterogeneous backgrounds. Some of them show fear and anxiety towards the subject. This interferes with the implementation of the assessment and implies discipline problems.
  • Author(s):
    LIPSON, Kay
    Year:
    2007
    Abstract:
    Using a framework for assessing dimensions of understanding in statistics a series of assessment tasks were developed by the researcher to address both procedural and conceptual understanding. This paper describes these tasks, together with the results of students' performance on the tasks. It will be shown that, while some of the tasks developed did assess the dimension of knowledge which they were developed to address, and some did not, overall it was possible to develop tasks to specifically assess both procedural and conceptual knowledge in statistical inference
  • Author(s):
    Garfield, J. B.
    Year:
    1997
    Abstract:
    This paper discusses the topic of assessment in statistics. It focuses on what assessment is, what traditional ways have been used to assess statistics learning, goals for statistics learners, the need for alternative assessment approaches, assessment challenges, and the use of technology in assessment.

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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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