Literature Index

Displaying 1721 - 1730 of 3326

  • Prediction and Judgment as Indicators of Sensitivity to Covariation of Continuous Variables

    Author(s):
    Well, A. D., Boyce, S. J., Morris, R. K., Shinjo, M., & Chumbley, J. I.
    Year:
    1988
    Abstract:
    The present study used both judgments of strength of relationship and measures of the ability to predict one variable from another to assess subjects' sensitivity to the covariation of two continuous variables. In addition, one group of subjects judged strength of relationship after merely observing the presentation of 60 pairs of two-digit numbers, and a second group made strength judgments after being actively engaged in predicting one member of a pair when given the other. The prediction and judgment data provide different pictures of subjects' sensitivity to covariation. The subjects were quite poor at estimating strength of relationship but, by some measures, good at predicting one variable from another. Judgments were not strongly influenced by whether subjects had previously engaged in overt prediction. The implications of these results for the literature on covariation estimation are discussed.

  • Predictive judgments in situations of statistical analysis

    Author(s):
    Lecoutre, M. P., & Rouanet, H.
    Year:
    1993
    Abstract:
    Probabilistic judgments made by researchers in psychology were investigated in statistical prediction situations. From these situations, it is possible to test the "representativeness hypothesis" (Tversky and Kahneman, 1971), and the "significance hypothesis" (Oakes, 1986). The predictive judgments concerned both an elementary descriptive statistic and a significance test statistic. In the first case, the predictive judgments were generally coherent, and fit comparatively well to Bayesian standard predictive probabilities. In the second case, they were generally incoherent, and fit poorly to Bayesian standard predictive probabilities. As for the two hypotheses tested, our findings are compatible with the significance hypothesis, but go against the representativeness hypothesis.

  • Preparation of researchers in mathematics education: An international survey

    Author(s):
    Batanero, J. C., Godino, J. D., Steiner, H.-G., & Wenzelburger, E.
    Year:
    1992
    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.<br><br>The research consisted of developing a questionnaire which was mailed to numerous institutions all over the world, and the anlaysis of the answers which were received.<br><br>The main objective of the study was to collect international data about the training of researchers in mathematics education and to establish an information network about graduate programs in the field.<br><br>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 but which do not at present have a program.
    Location:
    RISE

  • Preparations for college teaching in statistics

    Author(s):
    Gupta, A. K.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., &amp; Constable, G. M.
    Year:
    1983
    Abstract:
    In recent years there has been considerable and growing interest in the use of statistics throughout many sectors of our society. The quantitative nature of this discipline has created opportunities for scientists to participate in the new technology of the twentieth century, characterized by its unique methodology, akin to what is termed "the scientific method" in the philosophy of science. This increased demand for statistical knowledge can be met adequately if the universities will produce qualified college teachers of statistics. We look specifically at preparing college teachers of statistics, by providing required competencies via coursework, opportunities for undergraduate teaching and statistical consulting, and in-service training.

  • Preparatory and bridging courses in statistics

    Author(s):
    Wood, L., Petocz, P., &amp; Gordon, S.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    In this paper we look at preparatory and bridging courses in statistics at the interface between secondary and tertiary education. We include discussion about similar mathematics courses which contain a probability and statistics component.

  • Preparing for diversity in statistics literacy: Institutional and educational implications

    Author(s):
    Murray, S. &amp; Gal, I.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Improving the public's understanding of statistical information requires that producers or reporters of statistical messages are aware of: The nature of people's statistics literacy, The factors that affect the difficulty of statistics-related messages, The existence of individual or group differences in statistics literacy; and The information needs of different target audiences. Implications are discussed regarding the need to prepare different types of communicative products and formulate strategies for dissemination and public education
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/02_mu.pdf

  • Preparing high school mathematics teachers to teach statistics

    Author(s):
    Hayden, R. W., &amp; Kianifard, F.
    Year:
    1992
    Abstract:
    In recent years many national bodies concerned with American education have recommended integrating topics from probability, statistics, and data analysis into the K-12 mathematics curriculum. A variety of efforts are under way to carry out these recommendations, including the ASA's Quantitative Literacy Project. This report describes another such effort. A statistician and a mathematics educator offered current high school teacher a one-semester course that would give them a background knowledge of statistics to help them implement the recommendations. In designing the course, we unearthed some resources that might be of use to others. In offering the course, we experienced a variety of successes and failures that may be of interest to anyone else considering a similar course. These experiences led us to rethink how we would teach such a course in the future and to consider alternative approaches to teacher (re)training. We describe our experience and provide a of suggestions we hope might aid in implementing the new curriculum recommendations.

  • PREPARING SCHOOL TEACHERS TO DEVELOP STUDENTS' STATISTICAL REASONING

    Author(s):
    Joan Garfield and Dani Ben-Zvi
    Year:
    2008
    Abstract:
    In this paper we discuss how two different types of professional development projects for school teachers are based on the same framework and are used to prepare knowledgeable and effective teachers of statistics. The first example involves a graduate course for masters' students in elementary mathematics education at the University of Haifa, Israel. The second example is a graduate course for in-service secondary mathematics teachers, at the University of Minnesota, United States of America. The framework used is based on six instructional design principles described by Cobb and McClain (2004). Our view of such a classroom is a learning environment for developing a deep and meaningful understanding of statistics and helping students develop their ability to think and reason statistically "Statistical Reasoning Learning Environment" (SRLE).
    Location:
    http://www.ugr.es/~icmi/iase_study/Files/Contents.htm

  • Preparing school teachers to develop students’ statistical reasoning

    Author(s):
    Garfield, J. & Ben-Zvi, D.
    Editors:
    C. Batanero, G. Burrill, C. Reading & A. Rossman
    Year:
    2008

  • Preparing Teachers of Statistics: A Course for Graduate Students and Future Teachers

    Author(s):
    Joan Garfield and Michelle Everson
    Year:
    2008
    Abstract:
    This webinar discusses issues and challenges in preparing teachers of statistics at the secondary and college level. We then provide a case study of a graduate level course taught at the University of Minnesota that focuses on developing excellent teachers of statistics. The course is based on the GAISE guidelines and helps the students develop both knowledge of teaching (pedagogical knowledge) and specific knowledge about teaching statistics (pedagogical content knowledge). Topics, readings, activities, assessments, and discussions are described. In addition, we discuss how the course was transformed from a face-to-face setting to an online environment.
    Location:
    http://www.causeweb.org/webinar/2008-09/

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

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