Literature Index

Displaying 1031 - 1040 of 3326

  • Experimental Probability in Elementary School

    Author(s):
    Lane Andrew
    Year:
    2009
    Abstract:
    Concepts in probability can be more readily understood if students are first exposed to probability via experiment. Performing probability experiments encourages students to develop understandings of probability grounded in real events, as opposed to merely computing answers based on formulae.
    Location:
    http://www3.interscience.wiley.com/journal/122324633/abstract

  • Experimental Research In A Statistical Concepts Course

    Author(s):
    Richardson, A. M.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper describes the experience of synthesis of concepts learnt in a semester-long statistical concepts course into a major piece of work. In the University of Canberra course entitled "The World of Chance", the major assessment item is a group project. Groups of two or three students identify a research question to study via a small experiment or observational study, carry out the data collection, calculate descriptive statistics and draw simple conclusions on the basis of those statistics. In 2001, in an attempt to enhance the integration of topics across the course in their assessment, all students were directed to carry out a project involving an experiment. This paper describes the material covered in class on experimental design, and the workshop activities used to support this material. This paper also describes a selection of the topics investigated by students, and discusses the degree of integration achieved by the students in their projects.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/3d1_rich.pdf

  • Experimentation

  • Explaining a Positive Test Result to a Patient

    Author(s):
    Xian-Jin Xie
    Year:
    2010
    Abstract:
    Clinically clear, statistically sound and easy-to-understand interpretation of a screening result for a serious disease to a patient is very important.
    Location:
    http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2009.00377.x/abstract

  • EXPLAINING TEACHERS' ATTITUDES TOWARDS STATISTICS

    Author(s):
    Assumpta Estrada and Carmen Batanero
    Year:
    2008
    Abstract:
    We summarize three studies aimed at assessing teachers' attitudes towards statistics. In the first study the comparison of prospective and in-service primary school teachers' attitudes towards statistics revealed no differences. The second study explores the structure of pre-service teachers' attitudes towards statistics and its relationships with statistical knowledge. We finally present the preliminary results of an on-going study, where an open-ended questionnaire is used to find potential explanations for prospective teachers' positive or negative attitudes.
    Location:
    http://www.ugr.es/~icmi/iase_study/Files/Contents.htm

  • Explanations and Context in the Emergence of Students' Informal Inferential Reasoning

    Author(s):
    Einat Gil; Dani Ben-Zvi
    Year:
    2011
    Abstract:
    Explanations are considered to be key aids to understanding the study of mathematics, science, and other complex disciplines. This paper discusses the role of students' explanations in making sense of data and learning to reason informally about statistical inference. We closely follow students' explanations in which they utilize their experiences and knowledge of the context, statistical tools, and ideas to support their emerging informal inferential reasoning (IIR). This case study focuses on two independent inquiry episodes of sixth-grade students (age 12) within an unstructured, inquiry-based, technology-rich learning environment that was designed to promote students' IIR. We discuss research and practical issues related to the role of explanations and context in developing students' IIR.
    Location:
    http://www.informaworld.com/smpp/title~db=all~content=g932654185

  • Explanations and context in the emergence of students' informal inferential reasoning

    Author(s):
    Gil, E., & Ben-Zvi, D.
    Year:
    2011

  • Explanatory Power and Statistical Significance 

    Author(s):
    Joseph G. Eisenhauer
    Year:
    2009
    Abstract:
    Very little explanatory power is required in order for regressions to exhibit statistical significance. This article discusses some of the causes and implications.
    Location:
    http://www3.interscience.wiley.com/journal/122324624/abstract

  • Exploiting Lexical Ambiguity to Help Students Understand the Meaning of Random

    Author(s):
    Jennifer J. Kaplan, Neal T. Rogness, and Diane G. Fisher
    Year:
    2014
    Abstract:
    Words that are part of colloquial English but used differently in a technical domain may possess lexical ambiguity. The use of such words by instructors may inhibit student learning if incorrect connections are made by students between the technical and colloquial meanings. One fundamental word in statistics that has lexical ambiguity for students is “random.” A suggestion in the literature to counteract the effects of lexical ambiguity and help students learn vocabulary is to exploit the lexical ambiguity of the words. This paper describes a teaching experiment designed to exploit the lexical ambiguities of random in the statistics classroom and provides preliminary results that indicate that such classroom interventions can be successful at helping students make sense of ambiguous words.
    Location:
    http://iase-web.org/documents/SERJ/SERJ13(1)_Kaplan.pdf

  • Exploration in statistics, stem-and-leaf, boxplots: Concepts, justifications, and experience in a teaching experiment

    Author(s):
    Biehler, R., & Steinbring, H.
    Year:
    1991
    Abstract:
    How can ideas, techniques, and applications taken from Exploratory Data Analysis (EDA) enrich mathematics instruction? How do students and teachers respond to ideas of EDA? How must EDA be transformed in order to reach a pedagogically useful position in the mathematics curriculum within general education? The paper describes some results of a teaching experiment concerning ideas of EDA. It was explored how basic new displays such as stem-and-leaf and boxplots can be taught and learned and how they have to be regarded in the context of more traditional statistical displays and newer computer supported displays. A new structuring of the cognitive tool kit for elementary data analysis is sketched. EDA is communicated to teachers and students as detective work. The paper describes ways and problems to do this and how such ideas were transformed in the classroom. Difficulties that arose with using open material and complex data sets in the classroom are discussed with an example concerning deaths in traffic accidents in west Germany from 1953-1987.

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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