Literature Index

Displaying 2581 - 2590 of 3326

  • Teaching Statistics Using Small-Group Cooperative Learning

    Author(s):
    Garfield, J. B.
    Year:
    1993
    Abstract:
    Current recommendations for reforming statistics education include the use of cooperative learning activities as a form of active learning to supplement or replace traditional lectures. This paper describes the use of cooperative learning activities in teaching and learning statistics. Different ways of using cooperative learning activities are described along with reasons for implementing this type of instructional method. Characteristics of good activities and guidelines for the use of groups and evaluation of group products are suggested.
    Location:
    http://www.amstat.org/publications/jse/v1n1/garfield.html

  • Teaching Statistics Using Social Justice Examples

    Author(s):
    Larry Lesser
    Year:
    2007
    Abstract:
    Drawing from (and expanding upon) his article in the March 2007 Journal of Statistics Education, Larry Lesser will discuss and invite discussion about examples, resources and pedagogy associated with this meaningful way of engaging students in the statistics classroom.
    Location:
    http://www.causeweb.org/webinar/2007-07/

  • Teaching Statistics Using Technology

    Author(s):
    Higazi, S. M. F.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper handles the use of technology in teaching statistics at the college level. It distinguishes between teaching statistics at an introductory level in core courses, and integrating statistics as "tools" in different disciplines, and teaching statistics as a science for specialized students. Teaching objectives are different for each category, and thus teaching methods should also be different. While stress is given to computations and how they are done using calculators in some classes, emphasis is given to concepts and their meanings in others where the use of technology promotes active learning, enhances the teaching objectives which in turn influences the method statistics is taught and introduced.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/5f4_soha.pdf

  • Teaching statistics using the Quantitative Literacy Series

    Author(s):
    Voss, D. T.
    Year:
    1993
    Abstract:
    During winter quarter 1993, we offered for three-credit-hour course "STT 343, Probability and Statistics for Elementary and Middle School Teachers." The Quantitative Literacy Series was used as the textbook, and the course was taught with the intention of remaining true to the philosophy of the Quantitative Literacy Workshops. This is a report on my experiences.

  • Teaching Statistics with Data of Historic Significance: Galileo's Gravity and Motion Experiments

    Author(s):
    Dickey, D. A., & Arnold, J. T.
    Year:
    1995
    Abstract:
    This article demonstrates the use of two datasets as an aid in teaching polynomial and nonlinear regression. The data were gathered by Galileo during his studies of falling bodies and projectiles. In analyzing and discussing these data, students are challenged to give thought to parsimony, independent and dependent variables, and the importance of understanding the scientific nature of the experiment. The opportunities for class discussion are especially rich in this understandable and real experiment, particularly when coupled with graphical analysis.
    Location:
    http://www.amstat.org/publications/jse/v3n1/datasets.dickey.html

  • Teaching Statistics with Minitab

    Author(s):
    Hubbard, R.
    Year:
    1992
    Abstract:
    Discusses the use of the computer software MINITAB in teaching statistics to explore concepts, simulate games of chance, transform the normal variable into a z-score, and stimulate small and large group discussions. (MDH)

  • Teaching statistics with web-technology: The WISE project

    Author(s):
    Aberson, C. L., Berger, D. E., Healy, M. R., Kyle, D., & Romero, V. L.
    Year:
    2001
    Abstract:
    Describes the WISE (Web Interface for Statistics Education) that was developed to enhance student learning and understanding of core statistical concepts relevant in higher education. Discusses the use of Web technology; the impact on teaching; barriers to computer-based learning; and impact on student learning.

  • Teaching Statistics: Creating an Intersection for Intra and Interdisciplinarity

    Author(s):
    Annie Savard and Dominic Manuel
    Year:
    2016
    Abstract:
    Statistics is taught in mathematics courses in all school levels. We suggest that using rich tasks in statistics can develop statistical reasoning and create both intra and interdisciplinary links in students. In this paper, we present three case studies where middle school mathematics teachers used different tasks in lessons on pie charts. We analyzed the actions implemented/performed/attempted by teachers to support the development of statistical reasoning and the creation of intra and interdisciplinary links in their lessons. Results show that their procedural vision of statistics led them to focus more on graphical representation, neglecting aspects of statistical reasoning. Results also reveal an interdisciplinary intersection between mathematics and statistics, which may prevent the development of statistical reasoning.
    Location:
    http://iase-web.org/documents/SERJ/SERJ15(2)_Savard.pdf

  • Teaching Statistics: Making It Memorable

    Author(s):
    Sowey, E. R.
    Year:
    1995
    Abstract:
    An overriding goal of teaching is to stimulate learning that lasts. A way to achieve this is, surely, to make teaching memorable. By asking "what makes teaching memorable?", this paper identifies a number of fundamental characteristics of statistics teaching that will assist students in long-term retention of ideas. It structures these attributes of memorable statistics teaching and then shows, with examples, how they can be realised. The author's reflection on his extensive teaching experience underpins this paper.
    Location:
    http://www.amstat.org/publications/jse/v3n2/sowey.html

  • Teaching students and staff consultancy skills.

    Author(s):
    Rothman, E. D.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    Consultants are well aware of the skills we must impart. These include: an appreciation for the role of the work one does in the context of the research effort; an understanding of what we can and cannot do as statisticians; a general appreciation for modeling and visualization; and an understanding of the nuclear elements of modeling tools. All of these skills contribute to one's ability to communicate ideas to a client and, ultimately, to the reader of any findings. Changes in the toolkit for statisticians require that we continually learn. In this talk I describe a process that creates a continual improvement cycle for the mastery of these skills. By mastery, I mean that the student has demonstrated understanding through the application of a principle and taught what they have done to others, including non-professionals. The principles, based on modeling and visualization efforts, give rise to the nuclear elements that are the simple and communicable features of the tool.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/3G1_ROTH.pdf

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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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