Literature Index

Displaying 511 - 520 of 3326

  • CAN AUTHENTIC ASSESSMENT HELP IN DELIVERING COMPETENT<br>CONSUMERS OF STATISTICS FOR NON-ACADEMIC PROFESSIONS?

    Author(s):
    SCHUYTEN, Gilberte and FERLA, Johan
    Year:
    2007
    Abstract:
    Since quantitative research skills become more and more relevant for non academic professions, the<br>four courses research curriculum at the department of educational sciences of Ghent University aims<br>to deliver competent consumers of statistics who possess quantitative research skills and attitudes<br>needed to produce and use research in their professional careers. This study focuses on the impact of<br>authentic assessment with group project work on student self-efficacy beliefs and attitudes towards<br>statistics. About 180 students, enrolled at the fourth course, are engaged in collaborative project work<br>during 8 weeks on a given data-base. Students' perceptions of self-efficacy, attributions for academic<br>success, assessment expectations and attitude towards quantitative research as a field and as a course<br>are measured after the presentations of their projects. The control group consists of students enrolled<br>at the third course.
    Location:
    http://www.swinburne.edu.au/lss/statistics/

  • Can Grade 3 Students Learn About Variation?

    Author(s):
    Watson, J. M. &amp; Kelly, B. A.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper will report on outcomes observed in an investigation that involved teaching chance and data with an emphasis on understanding the part that variation plays in processes associated with chance measurement and data collection/analysis. Classes of students in grades 3, 5, 7, and 9 took part in the study but this report will focus on children in grade 3. They were taught a unit of 10 lessons over eight weeks and given pre and post tests in association with the teaching of the unit. Of interest was not only their learning about basic probability and data handling but also their developing understanding of the influence that variation has on outcomes in relation to the observation of pattern. The question of the age at which children can start appreciating the influence of variation creates special interest in this group of students.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/2a1_wats.pdf

  • Can Kindergarten Children be Successfully Involved in Probabilistic Tasks?

    Author(s):
    Kafoussi, S.
    Editors:
    Joliffe, F., &amp; Gal, I.
    Year:
    2004
    Abstract:
    This paper describes a classroom teaching experiment, concerning the concept of probability, with children aged 5 in a kindergarten school. The teaching experiment was based on constructivist and interactionist theories about the learning of school mathematics and lasted one month. The collection of the information was based on the tape-recorded interviews with the children (each child was interviewed prior to the research program, at the end of the program and one month later) and the videotaped teaching sessions. During the program, we identified three critical steps in the development of the children's probabilistic thinking: a) the interpretation of the "different" outcomes in a two stage experiment, b) the acceptance of the realization of the experiment for resolving their conflicting viewpoints, and c) estimating the outcomes in a problem. At the end of the program the majority of the children managed to overcome their subjective interpretations and seemed to develop a primitive quantitative reasoning in probabilistic tasks.
    Location:
    http://www.stat.auckland.ac.nz/~iase/serj/SERJ3(1)_kafoussi.pdf

  • CAN PROBABILITY COMBINATIONS/ ESTIMATIONS BE ASSESSED IN PRESCHOOLERS WITH THE USE OF COMPUTERS (POWERPOINT)?

    Author(s):
    NIKIFORIDOU, Zoi and PANGE, Jenny
    Year:
    2007
    Abstract:
    The aim of this study is to assess and investigate how many combinations can be manipulated by preschoolers in a probabilistic task. The task was computer- based and included 3 trials with alterations among the colour- combinations and proportions of the sample space. With the use of intuitive thinking or more concrete reasoning children at the age of 5-6, showed that they posses the notion of most/least likely when there are 2 and 3 combinations (not 4).
    Location:
    http://www.swinburne.edu.au/lss/statistics/

  • Can we teach mathematical statistics without a probability prerequisite?

    Author(s):
    Cobb, G. W.
    Year:
    2000
    Abstract:
    This paper describes three courses that could be taught by statisticians in departments of mathematics. These courses have three features in common: (1) they are serious about data and contemporary applications of statistics, (2) they are mathematical enough to count towards a major in mathematics, and (3) they are accessible to sophomore math majors or first-year students with advanced standing.

  • Can We Teach Probabilities To Young Children Using Educational Material From The Internet?

    Author(s):
    Pange, J.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Teaching probabilities to preschoolers is a very important task as daily decision making is based on probabilities. Although all children are well acquainted with probabilistic terms very few discussions are held in their classrooms because most of the preschool teachers are not prepared to teach probabilities. This study presents a way of teaching probabilities using Internet games and the constructivism theory.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/10_81_pa.pdf

  • Can You Explain That in Plain English?<br>Making Statistics Group Projects Work in a Multicultural Setting

    Author(s):
    Michelle Sisto
    Year:
    2009
    Abstract:
    Students increasingly need to learn to communicate statistical results clearly and effectively, as well as to become competent consumers of statistical information. These two learning goals are particularly important for business students. In line with reform movements in Statistics Education and the GAISE guidelines, we are working to implement teaching strategies and assessment methods that align instruction and assessment with our learning goals. One of the main instructional tools we use is group projects with elements of data collection and analysis, written and oral presentation, and self, peer and professor assessment. This paper addresses specific challenges encountered while teaching and directing group work in a highly multicultural context of 10 to 20 different nationalities in the same classroom. It also focuses on the learning benefits of having students work collaboratively to discuss, write, present, and assess statistics projects in English.
    Location:
    http://www.amstat.org/publications/jse/v17n2/sisto.html

  • Canadian Mathematics Education Study Group (Groupe Canadien D'etude en Didactique des Mathematiques). Proceedings of the Study Group Meeting (10th, St. John's, Newfoundland, Canada, June 8-12, 1986)

    Editors:
    Verhille, C.
    Year:
    1987
    Abstract:
    These proceedings contain lectures concerned with problem solving, applications of undergraduate mathematics, and aspects of current research in mathematics. The four working groups considered: (1) the role of feelings in learning mathematics; (2) the problem of rigor in mathematics teaching; (3) microcomputers in teacher education; and (4) the role of microcomputers in developing statistical thinking. Additionally, the two topic groups considered natural language and mathematics in human evolution and gender differences in learning outcomes on the Second International Mathematics Study. (PK)

  • Career orientation and training in statistics for secondary school students in Puerto Rico

    Author(s):
    Gandhi, B. V. R., Arocho, J. I, V., Gandhi, P. M., &amp; Gandhi, S.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper summarises the work done on the National Science Foundation sponsored Young Scholars' Programme on Statistics for secondary school students in Puerto Rico.

  • Career Records for All Modern Position Players Eligible for the Major League Baseball Hall of Fame

    Author(s):
    Cochran, J. J.
    Year:
    2000
    Abstract:
    The dataset "Career Records For All Modern Position Players Eligible For The Major League Baseball Hall of Fame" contains information for the 1340 major league baseball players who had retired prior to the 1993 season and who were eligible for the Major League Baseball Hall of Fame (had played in at least ten seasons). Traditional performance measures included are number of seasons played, games played, official at-bats (AB), runs scored, hits (H), doubles (2B), triples (3B), home runs (HR), runs batted in (RBI), walks (BB), strikeouts (SO), batting average (BA), on base percentage (OBP), slugging percentage (SLG), stolen bases (SB), times caught stealing (CS), fielding average (FA), and primary position played (POS). In addition, the following composite measures are included: adjusted production (AP), batting runs (BR), adjusted batting runs (ABR), runs created (RC), stolen base runs (SBR), fielding runs (FR), and total player rating (TPR). Finally, the dataset includes an indication of whether or not each player has been admitted into the Major League Baseball Hall of Fame and, if so, under what set of rules he was admitted.
    Location:
    http://www.amstat.org/publications/jse/secure/v8n2/datasets.cochran.new.cfm

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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

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