Literature Index

Displaying 2551 - 2560 of 3326
  • Author(s):
    Taube, A.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    What I intend to present are various impressions based on experiences as a teacher and examinator of statistics in Ethiopia, Tanzania, and Lesotho. It is natural that I use Sweden, my home country, as a frame of reference.
  • Author(s):
    Cileda de Queiroz e Silva Coutinho
    Year:
    2008
    Abstract:
    The focus of the reflections presented here is the teacher's point of view on the teaching and learning of statistical concepts. This paper reports the research efforts carried out recently by our group with converging results. We identified that teachers have difficulty in teaching topics related to statistics, particularly when some analysis of the data is required. Teacher discourse shows they favor the philosophy of Exploratory Data Analysis (EDA), but in practice, they restrict their work, according to the results of our study, to a more technical approach that emphasizes the use of algorithms. This research suggests the need for initial and continued training in statistics for mathematics teachers.
  • Author(s):
    Midzuno, H.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    This paper discusses Statistics Education at elementary schools in Japan and presents curriculum goals and guidelines.
  • Author(s):
    Marie Wiberg
    Year:
    2009
    Abstract:
    The aim was to revise a statistics course in order to get the students motivated to learn statistics and to integrate statistics more throughout a psychology course. Further, we wish to make students become more interested in statistics and to help them see the importance of using statistics in psychology research. To achieve this goal, several changes were made in the course. The theoretical framework to motivate teaching method changes was taken from the statistics education literature together with the ideas of student-centered learning and Kolb's learning circle. One of the changes was to give the students research problems in the beginning of the course that were used throughout the course and which they should be able to solve at the end of the course. Other changes were to create a course webpage and to use more computer-based assignments instead of assignments with calculators. The students' test results and their answers on the Survey of Attitudes Toward Statistics, SATS, (Schau, Stevens, Dauphinee, & Del Vecchio, 1995) together with course evaluations showed that by changing the course structure and the teaching, students performed better, and were more positive towards statistics even though statistics was not their major.
  • Author(s):
    Suresh, R. P.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Statistics is taught as a core course in the Management programmes leading to the degree of Master of Business Administration (MBA) or an equivalent degree in various Universities and Management Institutes in India. As a part of this course, Probability Theory, and Probability distributions are covered. The students who are admitted to this course are drawn from various disciplines; their level of understanding of mathematical concepts is not uniform, and hence, introducing concepts of the above topics need very careful planning and execution. In this paper, we outline some approaches generally used in teaching these courses, and compare the effectiveness of these approaches. We propose the use of case-based approach to teach some of the basic concepts in Statistics. We also discuss a specific case problem and discuss how this case problem can be effectively used to introduce the concept of Probability and Probability distributions. This method has been found to be quite useful in teaching Statistics in Executive Development Programmes also.
  • Author(s):
    Manalo, J. A.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    Filipinos are natural gamblers; we bet on anything and everything besides horses. Our perception of risk is often irrational. We are subjected to opinion polls provided by the media, without being able to question the accuracy of their reports. As such, we need to understand some of the ideas of probability and frequencies. Understanding statistics is important for individuals in their daily lives and, as citizens in a democratic society, statistics must be taught directly or integrated in the teaching of science or other courses, especially at the lower levels of education where only a minority ever reach college. The question asked: How effective is the teaching of statistics in the Philippines?
  • Author(s):
    Santalo, L. A.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    This report discusses the education system, teacher training and statistics in primary and secondary schools in Argentina.
  • Author(s):
    Douglas, J. B.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    This report discusses teaching statistics to children of all grades in schools in Australia.
  • Author(s):
    Al-Harbey, A. H., & El-Sayyad, G. M.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    This paper discusses the educational system in Saudi Arabia and addresses problems the teaching of statistics faces. The objectives and content of the curriculum in Probability and Statistics are described. Recommendations are offered regarding the training of suitable teachers and the development of an improved curriculum.
  • Author(s):
    De Carrera, E. T. F.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Statistical education and general Mathematical education has changed in Argentina in the last decade. The same has happened in many other countries in the world because the need for students to have a satisfactory Statistical training is an important preoccupation in today's information society. Any citizen, not only scientists and technologists, needs to understand the information available. Although changes already exist in the secondary school Mathematics curriculum, the results are not visible in the university classroom where the students' knowledge of statistics or probability are almost none. This paper describes the results of a survey about the previous knowledge of Probability and Statistics in university students before a first and formal statistical course is carried out. The experience was made among students in the geographic area in Argentina namely Litoral area. We try to identify the reasons why teachers tend to teach descriptive Statistics only, a few elements of Probability and nothing of data analysis.

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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