Literature Index

Displaying 721 - 730 of 3326

  • Counting noses and scary things: Children construct their ideas about data

    Author(s):
    Russell, S. J.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    At every point in their development, students are engaged in serious intellectual work as they attempt to construct their own understanding of the world and their relation to it. As part of this work, they are immersed in mathematical ideas which are just at the edge of their understanding. In this paper, I will first discuss the nature of the mathematics in which the child in the primary grades can engage in the context of data analysis, and then give some examples of children's work in this area to illustrate how young children must construct for themselves key processes which are the building blocks of collecting, describing, and interpreting data.

  • Counting penguins

    Author(s):
    Perry, M., & Kader, G.
    Year:
    1998
    Abstract:
    This article describes an activity that can be used to illustrate random sampling techniques and the estimation of population size.

  • CPD For The Business And Government Sectors: Implications Of The RSS CPD Implementation Study

    Author(s):
    Goodall, G. W. & Pike, D. J.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Continuing Professional Development (CPD) is vital for any practising employee of any organisation. For many professions, especially one as diverse as the statistical one, it is important that the selection and evaluation of relevant, quality, statistical and non-statistical CPD is fully inclusive - both for the professionals themselves and also for their areas of application. This paper outlines the broad approach taken by the Royal Statistical Society (RSS) in its progress to implementing a CPD policy across its professionally qualified membership. Specifically, however, the paper will focus on two (non-academic) sectors - business and government - which in themselves are quite diverse. It will discuss how relevant CPD might be defined in those sectors; will address how a manager in these sectors might set CPD objectives for staff; and will suggest how an employee might locate suitable CPD training material.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/5c3_pike.pdf

  • Cramming For Court: Teaching Statistics To Litigators

    Author(s):
    Gray, M. W.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Experienced litigators pride themselves on being able to do a quick study of any subject, no matter how esoteric. However, self-help frequently does not suffice when the subject is statistics. No matter how well-prepared the expert testimony on their side, the failure of many litigators to be able to understand the statistics of the opposition adequately to cross-examine effectively has doomed many cases. Several examples will be explored, together with guidelines for statisticians who must prep the math-phobic advocate.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/4f2_gray.pdf

  • Creating a knowledge base for teaching: A conversation with James Stigler

    Author(s):
    Willis, S.
    Year:
    2002
    Abstract:
    James Stigler discusses how we can improve professional development by helping teachers learn to analyse classroom practices and accumulate professional knowledge.

  • Creating and strengthening a statistics teaching group

    Author(s):
    Loynes, R. M
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    Many statistics teaching groups have been founded in recent years, and doubtless more will be created in the future. In the great majority of cases at least part of the aim has been to strengthen the contribution of statistics to national development, and in some cases this has been the principal aim. How well such groups function will always depend mainly on the vision and determination of the staff involved, and on other individual matters such as the resources, human and financial, available, but there are also a number of general points that can be made, and this paper represents an attempt to discuss them systematically. It may be useful as a checklist, perhaps especially if those facing the task are relatively inexperienced, but individual circumstances are so variable that it can, of course, only be a general guide.

  • Creating Cognitive Conflict In A Controlled Research Setting: Sampling

    Author(s):
    Watson, J. M.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper reports on research that created a controlled environment for interviewing individual students on the topic of sampling, allowing for cognitive conflict from other students. At various points in the interview the student was shown video extracts with contrasting views to those expressed and ask for a reaction. Outcomes are discussed with respect to (a) the outcomes for 37 students, in terms of their reaction to the cognitive conflict presented, and (b) the methodology, in terms of modeling cognitive aspects of a classroom environment in a controlled setting.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/6a1_wats.pdf

  • Creating data to explain statistical concepts: Seeing is believing

    Author(s):
    Davenport, E. C.
    Year:
    1991
    Abstract:
    Students from many disciplines take statistics as part of their degree requirement. Some of these students lack the mathematical background to follow theoretical proofs and/or the expertise to conceptualize abstract concepts. Concrete examples may provide the best means to aid these students in grasping statistical principles. This paper highlights the use of computers to create, analyze, and present data that models a wide range of statistical concepts. An illustration of the technique is presented for explaining the Central Limit Theorem, Type I error rates, and a host of other statistical concepts.

  • Creating Realistic Data Sets with Specified Properties via Simulation

    Author(s):
    Robert N. Goldman, John D. McKenzie Jr.
    Year:
    2009
    Abstract:
    We explain how to simulate both univariate and bivariate raw data sets having specified values for common summary statistics. The first example illustrates how to 'construct' a data set having prescribed values for the mean and the standard deviation - for a one-sample t test with a specified outcome. The second shows how to create a bivariate data set with a specified correlation coefficient.
    Location:
    http://www3.interscience.wiley.com/cgi-bin/fulltext/121620302/PDFSTART

  • Creating statistical resources from real datasets: The STARS project.

    Author(s):
    Bidgood, P.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    The aims of the STARS (Statistical Resources from Real Datasets) project are to make available real datasets and associated scenarios applicable to a range of disciplines and to develop learning and assessment materials to accompany these datasets for use with various packages. The project team, based in 4 universities in England, have developed worksheets in Psychology, Health and Business, using mainly Excel, MINITAB, SPSS in both pdf format and Word. The worksheets are designed to be used in introductory statistics courses in service teaching and cater for a range of student abilities, backgrounds and needs. Further, resources for individualised datasets and assignments with solutions to be generated from the datasets have been produced. The materials developed and the concepts behind them have a far greater potential and use throughout the statistics teaching community.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/3D3_BIDG.pdf

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

register