Literature Index

Displaying 2361 - 2370 of 3326

  • Students’ aggregate reasoning with covariation

    Author(s):
    Aridor, K., & Ben-Zvi, D.
    Editors:
    G. Burrill and D. Ben-Zvi

  • Students’ aggregate reasoning with covariation.

    Author(s):
    Aridor, K., & Ben-Zvi, D.
    Year:
    2016

  • Students’ articulations of uncertainty in informally exploring sampling distributions

    Author(s):
    Manor, H., & Ben-Zvi, D.
    Editors:
    A. Zieffler & E. Fry
    Year:
    2015

  • Students’ Attitudes Toward Statistics Across the Disciplines: A Mixed-Methods Approach

    Author(s):
    James D. Griffith, Lea T. Adams, Lucy L. Gu, Christian L. Hart, and Penney Nichols-Whitehead
    Year:
    2012
    Abstract:
    Students’ attitudes toward statistics were investigated using a mixed-methods approach including a discovery-oriented qualitative methodology among 684 undergraduate students across business, criminal justice, and psychology majors where at least one course in statistics was required. Students were asked about their attitudes toward statistics and the reasons for their attitudes. Five categories resulted for those with positive and negative attitudes and were separated on the basis of discipline. Approximately 63% of students indicated a positive attitude toward statistics. Business majors were most positive and were more likely to believe statistics would be used in their future career. Multiple methodological approaches have now provided data on the various domains of attitudes toward statistics and those implications are discussed.
    Location:
    http://iase-web.org/documents/SERJ/SERJ11(2)_Griffith.pdf

  • Students’ emergent articulations of models and modeling in making informal statistical inferences

    Author(s):
    Manor, H., & Ben-Zvi, D.
    Year:
    2015
    Abstract:
    A fundamental aspect of statistical inference is representing real world data with statistical models. This paper analyzes students’ articulations of statistical models and modeling during their first steps in making informal statistical inferences (ISIs). An integrated modeling approach (IMA) was designed and implemented to help students understand the relationship between sample and population, and reasoning about models and modeling. In this case study, we explore the articulations made by three pairs of primary school students about what a model is and how they use models to understand random samples and make ISIs. 

  • Students’ emergent articulations of statistical models and modeling in making informal statistical inferences

    Author(s):
    Manor, H., & Ben-Zvi, D.
    Year:
    2017

  • Students’ emergent articulations of uncertainty while making informal statistical inferences

    Author(s):
    Ben-Zvi, D., Aridor, K., Makar, K., & Bakker, A.
    Year:
    2012
    Abstract:
     Research on informal statistical inference has so far paid little attention to the development of students’ expressions of uncertainty in reasoning from samples. This paper studies students’ articulations of uncertainty when engaged in informal inferential reasoning. Using data from a design experiment in Israeli Grade 5 (aged 10–11) inquiry-based classrooms, we focus on two groups of students working with TinkerPlots on investigations with growing sample size. From our analysis, it appears that this design, especially prediction tasks, helped in promoting the students’ probabilistic language. Initially, the students oscillated between certainty-only (deterministic) and uncertainty-only (relativistic) statements. As they engaged further in their inquiries, they came to talk in more sophisticated ways with increasing awareness of what is at stake, using what can be seen as buds of probabilistic language. Attending to students’ emerging articulations of uncertainty in making judgments about patterns and trends in data may provide an opportunity to develop more sophisticated understandings of statistical inference.

  • Students’ emergent reasoning about uncertainty exploring sampling distributions in an “integrated approach”.

    Author(s):
    Manor, H., Ben-Zvi, D., & Aridor, K.
    Editors:
    J. Garfield
    Year:
    2013
    Abstract:
    We analyze students’ articulations of uncertainty during their first steps in exploring sampling distributions in a TinkerPlots2 inquiry-based learning environment. A new pedagogical “integrated approach” was implemented to help students understand the relationship between sample and population. We focus in this case study on two students (age 13, grade 7) who had previously participated in the Connections Project EDA activities. We describe the students’ articulations of uncertainty when they explore a sampling distribution of proportions, negotiate the interval of proportions they agree to accept as “correct results,” and express their confidence level in getting this interval.

  • Students’ emergent roles in developing their reasoning about uncertainty and modeling.

    Author(s):
    Ben-Zvi, D., & Aridor, K.
    Editors:
    K. Makar, B. de Sousa, and R. Gould
    Year:
    2014
    Abstract:
    Roles that students take in solving problems can help in guiding and scaffolding their learning and meaning making. We present a case study – part of a UK-Israel research project – that focuses on the emerging roles spontaneously developed by Israeli eighth-grade students (14 years old) in solving a scientific-statistical inquiry task using TinkerPlots2. The task integrated four design approaches: Exploratory Data Analysis, Active Graphing, modeling, and gaming. We examine how this task design played a role in this emergence of students’ roles and how they respectively adopted perspectives on uncertainty and modeling. Implications of the findings are discussed. 
    Location:
    http://icots.info/9/proceedings/pdfs/ICOTS9_9A3_ARIDOR.pdf

  • Students’ Expressions of Uncertainty in Making Informal Inference when Engaged in a Statistical Investigation using Tinkerplots

    Author(s):
    Ana Henriques and Hélia Oliveira
    Year:
    2016
    Abstract:
    This paper reports on the results of a study investigating the potential to embed Informal Statistical Inference in statistical investigations, using TinkerPlots, for assisting 8th grade students’ informal inferential reasoning to emerge, particularly their articulations of uncertainty. Data collection included students’ written work on a statistical investigation as well as audio and screen records. Results show students’ ability to draw conclusions based on data, recognizing that these are constrained by uncertainty, and to use them to make inferences. However, few students used probabilistic language for describing their generalizations. These results highlight the need for working on probabilistic ideas within statistics, helping students to evolve from a deterministic perspective of inference to include uncertainty in their statements.
    Location:
    http://iase-web.org/documents/SERJ/SERJ15(2)_Henriques.pdf

Pages

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