Literature Index

Displaying 1731 - 1740 of 3326

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

    Author(s):
    Joan Garfield and Michelle Everson
    Year:
    2009
    Abstract:
    This paper describes a unique graduate-level course that prepares teachers of introductory statistics at the college and high school levels. The course was developed as part of a graduate degree program in statistics education. Although originally taught in a face-to-face setting, the class has been converted to an online course to be accessible to more students. The course serves students who are pursuing graduate degrees in a variety of disciplines but who want to teach statistics as part of their careers. It also serves current teachers in high school who are teaching the Advanced Placement Statistics course as well as teachers at two-year and four-year colleges. The curriculum for the course is based on the theory that good teachers of statistics need to be developed, as opposed to being trained. Building on recent teacher preparation theory, we describe a course that models and builds specific knowledge about teaching and learning statistics. In addition, this course is organized around the six recommendations of the ASA-endorsed Guidelines for Assessment and Instruction in Statistics Education (GAISE).
    Location:
    http://www.amstat.org/publications/jse/v17n2/garfield.html

  • Preparing the statistics coordinator

    Author(s):
    Rouncefield, M.
    Year:
    1988
    Abstract:
    This paper discusses various recommendations for courses and materials to be evaluated by programme staff.

  • PREPARING TO TEACH DATA ANALYSIS AND PROBABILITY<br>WITH TECHNOLOGY

    Author(s):
    Hollylynne S. Lee and Karen F. Hollebrands
    Year:
    2008
    Abstract:
    Developing the pedagogical expertise needed to effectively engage students in learning data analysis and probability can be facilitated by engaging teachers in statistical thinking with technology tools. In this paper we present a framework and examples from teacher education materials designed to develop a specialized knowledge we call technological pedagogical statistical knowledge (TPSK).
    Location:
    http://www.ugr.es/~icmi/iase_study/Files/Contents.htm

  • Preparing Workers For The 21st Century: The Importance Of Statistical Competencies

    Author(s):
    Carlson, B.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper argues that we need to generate more meaningful statistics about the workings of the rapidly changing labour market and the interplay between the supply of skilled manpower and the competencies required by employers. It makes the case that the new knowledge economy with its much faster labour turnover requires workers with mathematical and statistical literacy. It emphasizes the importance of statistical teaching in the educational system and argues that the teaching of statistics should focus less on statistical theory and formula and more on using statistics to describe and explain the world around us. It discusses some international assessments of mathematical literacy and gives examples of how statistics can help to illuminate everyday issues including the working of the labour market and its links with the educational system.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/4g3_carl.pdf

  • Present Status Of Statistical Education In India

    Author(s):
    Hooda, D. S. &amp; Hooda, B. K.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    In the present paper statistical education in India at school, college and university levels is discussed in detail. A brief account of statistical education and research activities at some premier institutions is presented. Steps taken by Government of India to popularize statistics are highlighted. Ways and means for further improvement in statistical education at national and international levels are also suggested.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/9d3_hood.pdf

  • Presentation of quantitative literacy materials in a math education course

    Author(s):
    Madsen, R. W.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    I believe that school teachers will benefit from being exposed to QL materials as a part of their undergraduate education. It seems likely that statistical concepts will be included at a local level if a teacher has been exposed to usable materials. The course we have developed is far from perfect. It is too early to tell what the impact will be in the schools where these mathematics teachers will work in the future. I believe that the concept of presenting these QL materials as a part of the undergraduate education is sound. I would encourage others to try to employ such a strategy and to share with others their successes and failures so that we can all improve our curriculum.

  • Presentation of Type I and Type II Error Rates to Non-statisticians.

    Author(s):
    Hauptoman, J.
    Editors:
    Goodall, G.
    Year:
    2004
    Abstract:
    This article describes a simple computer program which graphically demonstrates both Type I and Type II statistical errors.

  • Preservice Elementary Teachers' Conceptual and Procedural Knowledge of Mean, Median, and Mode

    Author(s):
    Groth, R. E. &amp; Bergner, J. A.
    Year:
    2006
    Abstract:
    This article describes aspects of the statistical content knowledge of 46 preservice elementary school teachers. The preservice teachers responded to a written item designed to assess their knowledge of mean, median, and mode. The data produced in response to the written item were examined in light of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs &amp; Collis, 1982, 1991) and Ma's (1999) conception of Profound Understanding of Fundamental Mathematics (PUFM). The article describes 4 levels of thinking in regard to comparing and contrasting mean, median, and mode. Several different categories of written definitions for each measure of central tendency are also described. Connections to previous statistical thinking literature are discussed, implications for teacher education are given, and directions for further research are suggested.
    Location:
    http://www.leaonline.com/loi/mtl;jsessionid=nsFqrDvV31pcbfMQ4J

  • Preservice Teachers Understanding of the Mean: Moving Beyond the Arithmetic Average

    Author(s):
    Leavy, A. &amp; O'Loughlin, N.
    Year:
    2006
    Abstract:
    The principle objective of this study was to gain insight into preservice elementary teachers understanding of the mean. Specifically, the research focused on identifying preservice teacher conceptions of the role and function of the mean as a statistical measure. Multiple data sources and data collection methods were utilized in an effort to provide rich insights into preservice teachers' mathematical understandings. A questionnaire consisting of six tasks was administered to the sample of 263 preservice teachers. When solving the tasks, participants were asked to provide an explanation of the reasoning surrounding their choice of strategy. Following analysis of the data, a sample of presevice teachers participated in individual clicial interviews. The results highlighted that 57% of the participants correctly utilized the mean to compare two data sets, 21% provided an accurate answer to a weighted means problem, and 88% constructed a data set to reflect a pre-given mean value. Approximately one fourth of the students indicated some form of conceptual understanding of the mena, with the remaining demonstrating limited computaitonal-based understanding. Almost 25% confused the mean with the mode in either narrative description of the mean or through identification of the mean on a graphical representation. The complexities of trying to distinguish procedural and conceptual understainding of the mean are examined. Implications for preservice teacher education are discussed.

  • Pricing Models Using Real Data

    Author(s):
    Tom Obremski
    Year:
    2008
    Abstract:
    A practical hands-on classroom exercise is described and illustrated using the price of an item as dependent variable throughout. The exercise is well-tested and affords the instructor a variety of approaches and levels.
    Location:
    http://www3.interscience.wiley.com/journal/119398885/abstract

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