Literature Index

Displaying 2931 - 2940 of 3326
  • Author(s):
    Grünewald, W., & Mittag, H.-J.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    This paper illustrates by means of an important European survey on earnings how user-friendly interactive visualisation tools can be applied to communicate results of official statistics and to connect official statistics to the world of statistics education. The visualisation tools presented are self-contained with built-in methodological comments. They can be used offline on a CD-ROM or as part of dynamic PowerPoint presentations. They might be likewise used online on the Web sites of statistical offices, possibly embedded in virtual libraries, or as an integral part of electronic publications.
  • Author(s):
    Villagarcía, T.
    Year:
    1998
    Abstract:
    This article presents the use of an interesting consulting problem as a practical exercise for a basic course in statistics for engineering students. The consulting problem considered is the estimation of the reliability of the Spanish power generating system. We have used this problem to illustrate the distribution of sums of random variables, the central limit theorem and its limitations, and other issues. We have also designed a practical exercise to show the students the use of Monte Carlo simulation to solve part of the statistical problem.
  • Author(s):
    Stoyanov, J.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    Many of the lectures here expressed their opinion that the primary task of statistics departments is to produce truly professional statisticians. However at least a part of the statisticians must have a serious mathematical background especially in probability theory, stochastic processes and mathematical statistics. The new term stochastics is very suitable for these three disciplines. Scientists working in the field of stochastics will be called stochasticians. It is obvious that the stochasticians are educated at the mathematics departments of universities. So, the main problem is how to organize the teaching process for the students in order to produce good statisticians and stochasticians who would be able to solve problems arising in the real world as well as other purely theoretical problems.
  • Author(s):
    Krishnan, Saras; Idris, Noraini
    Year:
    2013
    Abstract:
    The teaching and learning of statistics has evolved tremendously over the years owing to the reformation in statistics education and the advancement of technology that revolutionized the pedagogy in statistics classrooms. With technological tools students can focus in learning and understanding the important statistical concepts instead of concentrating on lengthy and repetitive calculations. Hand-held technologies such as the graphics calculators have paved the way for constructive and exciting learning experience. However, in a developing country like Malaysia the use of graphics calculators in statistics classrooms is not without challenges. This paper explores the advantages and limitations of the use of graphics calculators in the teaching of statistics in Malaysia.
  • Author(s):
    Lajoie, S. P., Lavigne, N. C., & Lawless, J. J.
    Year:
    1993
    Abstract:
    The National Council for Teachers of Mathematics have led the way in developing new standards for mathematics instruction and assessment. This paper describes what we call an authentic statistics project for eighth graders using computers for both instruction and assessment purpose.
  • Author(s):
    Batanero, C., Godino, J. D., & Navarro-Pelayo, V.
    Abstract:
    In this paper we present the results of applying implicative and correpondence analysis to pupils' responses to a questionnaire aimed at assessing combinatorial reasoning in secondary school pupils. We also show the effect of some task variables on pupils' errors, as well as their evolution following instruction.
  • Author(s):
    Tanner, M. A.
    Year:
    1985
    Abstract:
    Providing students with opportunities to find their own databases creates an environment of participation and involvement where students experience what it is to do statistics. Creating their own databases also gives students experience with real world problems. In doing so, students can learn to observe and discuss the influence of missing data and outliers as they occur in day to day situations. The author gives an example of how students at University of Wisconsin dealt with obtaining their own data for Buffon's needle problem, and how they analyzed the data. Suggestions for possible activities for students learning statistics include using statistics to estimate how many words are in an article and strategies for guessing on various kinds of multiple choice tests.
  • Author(s):
    Nyambala, P. M.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    A preliminary survey revealed that there is not much yet worth reporting about the use of microcomputers in the Commonwealth Africa, especially in the context of the improvement of statistics teaching. The teaching of statistics as such has yet to receive the deserved attention, especially in the open colleges, and most of the government statistics officers are trained on the job or in special institutes elsewhere. Of course, there are universities offering statistics, mainly with Mathematics, Business, Engineering and Economics. In the polytechnics, some basic topics in statistics are offered with the mathematics courses for engineering or accounting. However, since the key goals of this conference include exchange of ideas on teaching materials, this presentation will focus on the preliminary issue of what computing materials have been identified in the region.
  • Author(s):
    delMas, R. C., & Garfield, J. B.
    Year:
    1990
    Abstract:
    A three stage model was used in developing and evaluating an instructional unit on probability. The focus of this paper is on the first and third stages of the model, both of which depend on the design of ways to identify misconceptions. In previous studies, researchers have used changes in performance on individual items to evaluate the effectiveness of instructional interventions. The instrument used in the present study borrows heavily from earlier research. The instrument differs from previous instruments not in the content of the items but in the way responses to items are analyzed. Pairs of items are designed so that meaningful error patterns can be identified when responses to both items are considered. The identification of error patterns can be identified when responses to both items are considered. The identification of error patterns allows assessment that goes beyond the reporting of gain scores. Once error patterns are identified, an intervention can be evaluated according to the types of misconceptions (i.e., error patterns) that are affected.
  • Author(s):
    Batanero, M. C., & Godino, J. D.
    Editors:
    The National Organizing Committee of the ICOTS 4
    Year:
    1994
    Abstract:
    The theoretical basis of this paper is the modeling of students' conceptions about a specific topic as a qualitative and systemic construct. Following therefrom, a discussion about the role of multivariate analysis for studying the structure of these conceptions and for building explanatory models relating this structure to task, cognitive and instructional variables. An empirical study of students' intuitive conceptions referring to statistical association is used as an example.

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