Literature Index

Displaying 2751 - 2760 of 3326
  • Author(s):
    Volmink, J. D.
    Year:
    2002
    Abstract:
    The development of a Revised National Curriculum Statement is seen as a key project in the transformation of South African Society. The thrust of the project is towards achieving "a prosperous, truly united, democratic and internationally competitive country with literate, creative and critical citizens leading productive, self-fulfilled lives in a country free of violence, discrimination and prejudice." (Curriculum 2005, Learning for the 21st Century 1997, Department of Education, Pretoria.)<br><br>Curriculum reform in South Africa thus faces a two-fold challenge. The first is the post-apartheid challenge which requires developing the knowledge, values and skills base for South Africa's citizens necessary for greater social justice and development. Secondly, there is the challenge of participating in a global economy. This raises questions about the knowledge, values, skills and competencies for innovation and economic growth for the 21st Century.<br><br>The view taken by the curriculum designers is that the best route to greater social justice and development is through a high-knowledge and high skills curriculum.<br><br>This paper will explore the meaning and importance of numeracy and in particular of statistical literacy, within this context. The paper will focus largely on the relationship between values and mathematical/statistical literacy within the South African context.
  • Author(s):
    Farrag, A. M.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper develops some ideas from the point of view of students moving on to tertiary education and the statistical needs they will have regardless of their mathematical background.
  • Author(s):
    S.Jonathan Mends-Cole
    Year:
    2009
    Abstract:
    In 1985, the North American Group of the Group for the Psychology of Mathematics Education affirmed the notion that the constructivist perspective would provide guidelines for instructors to facilitate student learning. The constructivist view of the student as an active learner as well as the present day emphases on the automation of the calculations and the student learning of the concepts has motivated the use of multimedia in the online teaching of statistics. Here, I examined the influence of the constructivist perspective on the teaching of statistics, the influence of the constructivist perspective on the use of computer assisted calculations and on the use of automated simulations and the significance of teaching with data. Based on this examination, one may improve upon the teaching of statistics (1) by accounting for the omission of elements of sound and video that were observed for past online courses, (2) by providing instruction on how data is produced for an empirical study, (3) by providing small data sets to show the influence upon the statistic of outliers, skew and variance heterogeneity through the use of manual calculations, (4) by providing large real datasets so that students may draw substantive conclusions about the statistics, and (5) by using automated simulations to convey the statistical properties of the sampling distribution of the statistic
  • Author(s):
    Jane M. Watson
    Year:
    2009
    Abstract:
    This study considers the evolving influence of variation and expectation on the development of school students' appreciation of distribution as displayed in their construction of graphical representations of data sets. Three interview protocols are employed, presenting different contexts within which 109 students, ranging in age from 6 to 15 years, could display and interpret their understanding. Responses are analyzed within a hierarchical cognitive framework. It is hypothesized from the analysis that, contrary to the order in which expectation and variation are introduced in the school curriculum, the natural tendency for students is to acknowledge variation first and then expectation.
  • Author(s):
    Steinbring, H.
    Editors:
    Davidson, R., &amp; Swift, J.
    Year:
    1986
    Abstract:
    In the following paper, I shall investigate a fundamental relationship with regard to the particular conditions of in-service training and to the requirements of appropriate teaching material for statistics. Everything I shall describe and the material I shall present is the result of a cooperative project between mathematics teachers and researchers for the development of statistical material suitable for the in-service training and the everyday lesson planning of teachers.
  • Author(s):
    Garfield, J., & Ben-Zvi, D.
    Editors:
    A. Zieffler & E. Fry
    Year:
    2015
  • Author(s):
    Ilana Lavy and Michal Mashiach-Eizenberg
    Year:
    2009
    Abstract:
    Various terms are used to describe mathematical concepts, in general, and statistical concepts, in particular. Regarding statistical concepts in the Hebrew language, some of these terms have the same meaning both in their everyday use and in mathematics, such as Mode; some of them have a different meaning, such as Expected value and Life expectancy; and some have the opposite meaning, such as Significance level. Spoken language plays an important role in shaping how the informal statistical definitions taught in schools are remembered. In the present study we examine the impact of the everyday use of terms on the students' informal definitions of various statistical concepts. Though all the study participants were familiar with the concepts they were asked to define, a high percentage of them failed to provide correct definitions of the given statistical concepts. Analysis of the incorrect definitions revealed that the everyday use of the terms used to label the concepts, influenced the informal definitions provided by the students.
  • Author(s):
    Langrall, C., Nisbet, S., &amp; Mooney, E.
    Editors:
    Rossman, A., &amp; Chance, B.
    Year:
    2006
    Abstract:
    In this study, we examined the role of context knowledge in data analysis tasks and investigated the interplay between students' use of context knowledge and statistical knowledge. Findings showed that knowledge of context was an important factor contributing to students' engagement in statistical tasks. Students used context knowledge in three broad ways: to rationalize the data or their interpretations, in taking a critical stance toward the data, and in ways that were not necessarily productive or pertinent in addressing the task at hand.
  • Author(s):
    Kennedy, K., &amp; Schumacher, P.
    Year:
    1993
    Abstract:
    Describes the use of simulation to introduce the bootstrapping technique of creating confidence intervals for the mean, median, and variance. These bootstrap confidence intervals are compared to the traditional confidence intervals for the purpose of analyzing accuracy of the technique. A Minitab program to produce confidence intervals is included. (MDH)
  • Author(s):
    Truran, J.
    Editors:
    Biddulph, F. &amp; Carr, K.
    Year:
    1997
    Abstract:
    This paper argues that the two models of curriculum development currently used to interpret Australian mathematics education history--the Colonial Echo model and the Muddling Through model--are both deficient, and proposes a more complex model--the Broad Spectrum Ecological model. This considers the physical, social and intellectual forces operating within a specific environment. One small aspect of mathematics education history, the introduction of probability teaching into Australian schools, is used to illustrate the superiority of this model.

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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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