Literature Index

Displaying 2911 - 2920 of 3326
  • Author(s):
    Kempthorne, O.
    Year:
    1980
    Abstract:
    General principles on how statistics should be taught and how those who learn statistics can and should use statistics in society are discussed. According to the author mathematics should be the servant of statistics, not the master. Moreover, the ultimate content must be philosophical - data analysis without a problem is a pure waste.
  • Author(s):
    Zuliani, A.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    The following discusses the background and teaching of stochastics in Italian upper secondary schools.
  • Author(s):
    Steinbring, H.
    Year:
    1988
    Abstract:
    In this paper the role of the theoretical character of stochastics is considered for the teaching process and its organisation. The consequence of the theoretical character of stochastic knowledge - or the fact that the basic concepts cannot completely define probability theory, but are conversely only formed while developing probability theory - is that the teaching process must be organized differently. It is inappropriate to start from ready-made concepts, gradually adding further knowledge. Conversely, it is necessary to begin with meaningful situations which permit the forming and developing of concepts. Freudenthal characterizes this inversion of the teaching method by introducing mental objects.
    Location:
  • Author(s):
    Steinbring, H.
    Editors:
    Kapadia, R., & Borovcnik, M.
    Year:
    1991
    Abstract:
    This chapter presents an epistemological analysis of the nature of stochastical knowledge. In particular, the mutual relationship between the elementary concept of probability (in its empirical form of relative frequency and in its theoretical form of Laplace's approach) and the basic idea of chance is demonstrated. An important consequence for teaching elementary probability is that there cannot be a logical and deductive course for introducing the basic concepts and then constructing the theory upon them; developing stochastic knowledge in the classroom has to take into account a holistic and systematic perspective. The concept of task system is elaborated as an appropriate curricular means for treating the theoretical nature of stochastic knowledge in the classroom.
  • Author(s):
    Wallsten, T. S.
    Editors:
    Scholz, R. W.
    Year:
    1983
    Abstract:
    Past empirical research on judgmental heuristics and biases has focused on questions of classification, with relatively little attention given to the development of general theoretical principles. It is the latter, however, that ultimately will lead to conclusions of greater generality and usefulness. A selected review of the literature on representativeness indicates some of the effects for which any complete theory must account and some of the limitations in many of the current experimental designs. The manner in which people use probabilistic information depends, in part, in (i) information specificity, (ii) information salience, (iii) individual differences, and (iv) problem wording. Theories are needed to elucidate these phenomena, and experimental designs are required that pay more attention to them.
  • Author(s):
    Yáñez Canal, G.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    As an alternative to the Total Probability Theorem, the "depends" argument that students use to calculate marginal probabilities is studied. We discuss an experience with undergraduate engineering students who took a computed aided basic probability course based on the frequency approach. The result of this experience shows that an adequate interpretation of the outcomes of simulated random experiments allows conjecturing and arguing algebraic results of the theory of probability.
  • Author(s):
    Goodall, G. W., & Jolliffe, F. R.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    This paper deals with some experiences with an undergraduate course in Mathematical Studies with Education which has in recent years been offered at Brunel University, U.K. We confine ourselves in particular to a statistics input to a final year specialist module titled "Mathematical Education".
  • Author(s):
    Martín-Guzmán, P.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The growing demand and use of official statistics are changing the culture and patterns of the statistical production. Official statisticians are now faced with an increasing number and variety of users, whose demands have to be satisfied. On the other hand, a trend towards de-centralisation of the statistical systems is now developing in many countries, with the result that the responsibility for producing statistics extends far beyond the realms of the National Statistical Offices. Also, globalisation stresses the need for harmonised statistical systems. All this sets a number of new challenges in the training of official statisticians. This paper comments on some of them, and describes some experiences and results.
  • Author(s):
    Antonio Estepa
    Year:
    2008
    Abstract:
    In this paper we analyse the available resources, potential difficulties and principles in the training of primary school teachers in stochastics and stochastic education and then present a proposal for a syllabus to train primary school teachers in this field that takes into account the restrictions and aims of the European Higher Education Area.
  • Author(s):
    Batanero, M. C., Godino, J. D., Steiner, H. G., & Wenzelburger, E.
    Year:
    1994
    Abstract:
    In this report we present the results of an international research study on the training of researchers in mathematics education. The study was carried out by some members of The International Study Group on Theory of Mathematics Education. The research involved developing a questionnaire which was mailed to numerous institutions all over the world and the analysis of the answers which were received. The main objective of the study was to collect international data about the training of reserachers in mathematics education and to establish an information network about graduate programs in the field. A total of about 150 questionnaires were sent out and 78 answers received. Fifteen of these answers came from universities that wish to participate in the network although they do not have a program at present.

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