Literature Index

Displaying 2891 - 2900 of 3326
  • Author(s):
    Rouncefield, M.
    Year:
    1995
    Abstract:
    This paper describes a case study based on data taken from the U.N.E.S.C.O. 1990 Demographic Year Book and The Annual Register 1992 giving birth rates, death rates, life expectancies, and Gross National Products for 97 countries. Suggested activities include exploratory graphical analyses to answer several central questions. These include an investigation into the wealth and life expectancies of different country groups and their population growth. Inequalities in the life experiences of different groups become readily apparent. Students are stimulated to generate their own questions and to find possible solutions.
  • Author(s):
    Bryan, B. H.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    The Statistics Teacher Network is a newsletter published by the American Statistical Association/ National Council of Teachers of Mathematics Joint Committee on the Curriculum in Statistics and Probability. The objective of the Network is to provide a vehicle for information exchange and sharing of ideas among all individuals who are involved in and committed to providing statistical education to all members of society. The newsletter creates that all important link between the classroom teacher and leading educators and statisticians who are in the forefront of the movement to enhance the teaching of statistics. Thus, the teachers and their administrators are able to learn firsthand about new techniques, materials, software, inservice programs, guidelines for teaching statistics, and current textbooks. Subscribers have the opportunity to share innovative projects which they have developed, submit questions, learn about their colleagues' activities, and be informed about professional conferences and training programs for teachers.
  • Author(s):
    Andrew Zieffler, Jiyoon Park, Joan Garfield, Robert delMas, and Audbjorg Bjornsdottir
    Year:
    2012
    Abstract:
    This paper reports on an instrument designed to assess the practices and beliefs of instructors of introductory statistics courses across the disciplines. Funded by a grant from the National Science Foundation, this project developed, piloted, and gathered validity evidence for the Statistics Teaching Inventory (STI). The instrument consists of 50 items in six parts and is administered online. The development of the instrument and the gathering and analysis of validity evidence are described. Plans and suggestions for use of the STI are offered.
  • Author(s):
    Arnold, J. T.
    Year:
    1993
    Abstract:
    The Journal of Statistics Education has a unique structure and an inclusive philosophy that have technical consequences for readers and authors. This paper, a message from the journal's managing editor, explains why the JSE was built to have its unique structure, the format of information available to readers, and the effect the philosophy will have. The paper's Appendix also describes the purpose and contents of the associated methods of accessing the journal. The Appendix also describes the purpose and contents of the associated JSE Information Service.
  • Author(s):
    Bea, W., & Scholz, R. W.
    Year:
    1994
    Abstract:
    Why is training of conditional probabilities necessary? - Conditional probabilities play an important role within the statistics curriculum and in decision making under uncertainty (Bayesian inference). - People often have problems to use conditional probabilities in the right way (many examples in the literature of cognitive psychology). So it is important that - although there exist a lot of didactical suggestions - there has been no empirical research dealing especially with the improvement of the understanding of conditional probabilities. So we made a first try to close this gap.
  • Author(s):
    Gigerenzer, G.
    Year:
    2000
    Abstract:
    Statistical reasoning is an art and so demands both mathematical knowledge and informed judgment. When it is mechanized, as with the institutionalized hybrid logic, it becomes ritual, not reasoning. Many colleagues have argued that it is not going to be easy to get researchers in psychology and other sociobiomedical sciences to drop this comforting crutch unless one offers an easy-to-use substitute. But this is exactly what I want to avoid - the substitution of one mechanistic dogma for another. It is our duty to inform our students of the many good roads to statistical inference that exist and to teach them how to use informed judgment to decide which one to follow for a particular problem. At the very least, this chapter can serve as a tool in arguments with people who think they have to defend a ritualistic dogma instead of good statistical reasoning. Making and winning such arguments is indispensable to good science.
  • Author(s):
    Gigerenzer, G.
    Editors:
    Keren, G., & Lewis, C.
    Year:
    1993
    Abstract:
    Piaget worked out his logical theory of cognitive development, Koehler the Gestalt laws of perception, Pavlov the principles of classical conditioning, Skinner those of operant conditioning, and Bartlett his theory of remembering and schemata - all without rejecting null hypotheses. But, by the time I took my first course in psychology at the University of Munich in 1969, null hypothesis tests were presented as the indispensable tool, as the sine qua non of scientific search. Post-World War 2 German psychology mimicked a revolution of research practice that had occurred between 1940 and 1955 in American psychology. What I learned in my courses and textbooks about the logic of scientific inference was not without a touch of morality, a scientific version of the 10 commandments: Thou shalt not draw inferences from a nonsignificant result. Thou shalt always specify the level of significance before the experiment; those who specify it afterward (by rounding up obtained p values) are cheating. Thou shalt always design the experiments so that thou canst perform significance testing.
  • Author(s):
    Cashin, S. E., & Elmore, P. B.
    Year:
    2005
    Abstract:
    The purpose of the present study is to investigate evidence of the validity of Survey of Attitudes Toward Statistics Scale (SATS) scores and their relationship with scores from two other measures of attitudes toward statistics, the Attitude Toward Statistics Scale (ATS) and the Statistics Attitude Survey. The pre- and postcourse responses of 342 graduate and undergraduate students enrolled in inferential statistics courses at a large midwestern university were analyzed. Internal consistency reliability estimates were greater than .90 for total scores and greater than .70 for subscale scores for all instruments. Regression analyses confirmed the importance of SATS subscale scores over and above demographic variables in a theoretical model predicting statistics course achievement. Factor analyses suggested that both the ATS and the SATS have two domains, which is contrary to the four-factor solution proposed by the developers of the SATS.
  • Author(s):
    Kettler, M.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The necessity for stimulating the interest of pupils in mathematics in general and statistics in particular is made clear by the results of surveys. The studies showed, that pupils are tired of mathematics. Mathematics is generally regarded as one of the most unpopular subjects at school. The pupils don't achieve so well in this subject . The causes might originate in several variables. The spectrum of possible causes for these bad results stretches from genetic disposition to deficits in learning behaviour. One of the aspect is that mathematics/statistics use the symbol language. And just exactly this language is what we want to look at more closely. As an essential feature of symbols the fact must be emphasized that they "all mean something other than themselves, that they all point to something besides themselves".
  • Author(s):
    Dambolena, I. G.
    Year:
    1986
    Abstract:
    Computer simulation provides an effective vehicle for teaching many concepts, especially in probability and statistics. Described is a simulation for the applicability of the t distribution to the estimation of a population mean when the standard deviation of the population is unknown. (MNS)

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