Literature Index

Displaying 2201 - 2210 of 3326
  • Author(s):
    Gattuso, L.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    Statistics is generally taught in schools as part of the mathematical curriculum and, as a result, statistics is perceived as a mathematical concept. Moreover, the teaching emphasis is often placed on the computation of statistical information instead of the development of an " authentic data analysis point of view" (Cobb, 1999). In this paper we consider whether a constructive relationship between statistics and mathematics is possible? We examine examples of statistical teaching situations and analyze them both from a mathematical content point of view and from a statistical perspective, to point out that the interaction between mathematics and statistics is in fact feasible/(practicable). To achieve this, it is necessary to complete a mathematical conceptual analysis of statistical concepts. It is essential to highlight the mathematical concepts beneath the statistical concepts in order to link both of them in creating classroom activities.
  • Author(s):
    Scheaffer, R. L.
    Editors:
    Burrill, G. F.
    Year:
    2006
    Abstract:
    This article explores the complementarity of statistical reasoning and mathematical thinking in the mathematical sciences. The difference between the two is illustrated by critically examining some items used to test students' understanding in data analysis and statistics.
  • Author(s):
    Moore, D. S., Cobb, G. W.
    Year:
    2000
    Abstract:
    Mathematics, a core disipline, looks inward and risks being seen as increasingly irrelevant. Statistics, a methodological discipline, looks outward but risks being swallowed by information technology. Both professions have a stake in the survival of statistics as a subject informed and structured by mathematics. To mathematics, statistics offers not only the example of an outward looking culture, but also entree to new problems ripe for mathematical study. To statistics, mathematics offers not only the safe harbor of organizational strength, but intellectual anchorage as well: mathematical understanding is an essential part of what distinguishes statistical thinking from most of the rest of information technology. Increased cooperation between mathematical and statistical professional associations can lead the societies, their members, and their disciplines in healthier directions.
  • Author(s):
    Rouncefield, M., & Taylor, P.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper illustrates some connections between a subject, in this case mechanics, and high school statistics. Other subjects such as geography or economics could have been chosen and would have shown similar links.
  • Author(s):
    Burrill, G.
    Year:
    1990
    Abstract:
    The following classroom examples illustrate how to teach statistics in connection with mathematical concepts already present in the curriculum. Each examples begins with material for middle school or junior high school students and is extended in ways that are appropriate for students throughout the high school grades.
  • Author(s):
    Burrill, G., & Romberg, T. A.
    Editors:
    Lajoie, S. P.
    Year:
    1998
    Abstract:
    This chapter describes the Mathematics in Context (MiC) project. This project involves presenting students with activities, in the middle grades, which help them understand how to reason from and make conclusions based on data, judge the quality of other people's conclusions, recognize the degree of uncertainty in any endeavor, and quantify the uncertainty.
  • Author(s):
    Scheaffer, R. L., & Burrill, G.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    This paper discusses the NCTM Quantitative Literacy Project. Teachers, and then students, must be trained to make intelligent decisions based on numerical information if our society is to grow and prosper. Such training is the goal of the Quantitative Literacy Project, which is directed by a joint committee of the American Statistical Association and the National Council of Teachers of Mathematics. It is the intent of this three-year project to complete the following activities: 1. Provide guidelines on the teaching of statistics and probability within the mathematics curriculum; 2. Develop a model inservice program for training teachers in modern statistical concepts and in methods for teaching these concepts; 3. Produce curriculum materials to assist teachers in the proper presentation of statistical and probabilistic concepts, and encourage further development in natural and social sciences; and 4. Develop a mechanism to evaluate the effectiveness of the materials and the techniques for teaching statistics.
  • Author(s):
    Carpenter, E. H.
    Year:
    1993
    Abstract:
    Discusses the creation of assistance software for the social sciences that will allow the undertrained or untrained to perform statistical analyses and research methods. Three areas are proposed as major contributors to the development of easier to use assistance software: (1) authoring software with a variety of instructional and learning applications, (2) the new, inexpensive multimedia capabilities of sound, animation, pictures, and motion video that allow the users to use all their senses in the learning process, and (3) the ability to link scattered software operations and resources into an automated whole. Examples of current hardware and software tools within each of the 3 areas are examined. (PsycLIT Database Copyright 1994 American Psychological Assn, all rights reserved)
  • Author(s):
    Lajoie, S.
    Year:
    1994
    Abstract:
    The Learning/Teaching of Statistics Working Group of the National Center Research in Mathematical Sciences Education (NCRMSE) is studying the ways in which statistical content can best be integrated into the school mathematics curriculum. While NCRMSE Director Thomas Romberg initiated the Working Group, Susanne Lajoie of McGill University now chairs the group. Statistics is the seventh and final NCRMSE Working Group. It began its activities early in 1993. The operation and research of this Working Group is described.
  • Author(s):
    Jain, D.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    It is customary for non-statisticians to mock statistical descriptions of social and economic phenomena on the grounds that the statistics can be manipulated to indicate of support one's preconceived views. In other words, they highlight one particular chapter in the textbooks that all of us have read, namely "Uses and Abuses of Statistics". Perhaps we statisticians have invited this ridicule because quantification and hard data are do often used to support "facts", that facts have now become synonymous with statistics. Yet we know, at least in the social sciences, that numbers and measures are vulnerable. Cost of living indices, pure indices, and many other individual and composite numbers, are so value-loaded that we should simply admit the fact: then we would perhaps be less ridiculed. Oxford philosophers have even challenged the existence of anything called a "pure fact", suggesting that no observations are value-free. But however mocking those who do not deal with statistics, there is a deep and genuine unease about statistical descriptions of society and the economy among those who are struggling to remove poverty and inequality. This unease appears at many layers and levels.

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