# Literature Index

Displaying 11 - 20 of 3326
• ### "It's like... you know": The Use of Analogies and Heuristics in Teaching Introductory Statistical Methods

Author(s):
Martin, M. A.
Year:
2003
Abstract:
Students often come to their first statistics class with the preconception that statistics is confusing and dull. This problem is compounded when even introductory techniques are steeped in jargon. One approach that can overcome some of these problems is to align the statistical techniques under study with elements from students' everyday experiences. The use of simple physical analogies is a powerful way to motivate even complicated statistical ideas. In this article, I describe several analogies, some well known and some new, that I have found useful. The analogies are designed to demystify statistical ideas by placing them in a physical context and by appealing to students' common experiences. As a result, some frequent misconceptions and mistakes about statistical techniques can be addressed.
• ### "Variation-talks:" Articulating meaning in statistics

Author(s):
Makar, K. &amp; Confrey, J.
Year:
2005
Abstract:
Little is known about the way that teachers articulate notions of variation in their own words. The study reported here was conducted with 17 prospective secondary math and science teachers enrolled in a preservice teacher education course which engaged them in statistical inquiry of testing data. This qualitative study examines how these preservice teachers articulated notions of variation as they compared two distributions. Although the teachers made use of standard statistical language, they also expressed rich views of variation through nonstandard terminology. This paper details the statistical language used by the prospective teachers, categorizing both standard and nonstandard expressions. Their nonstandard language revealed strong relationships between expressions of variation and expressions of distribution. Implications and the benefits of nonstandard language in statistics are outlined.
• ### "We were nicer, but we weren't fairer!" Mathematical modeling exploring "fairness" in data management.

Author(s):
McNab, S. L., Moss, J., Woodruff, E., &amp; Nason, R.
Editors:
Burrill, G. F.
Year:
2006
Abstract:
This article describes a teaching study with fifth- and sixth-grade students in which they explored some of issues involved in critically examining data such as questioning the underlying assumptions. Students generated their own mathematical models as a way of understanding a real-life situation.
• ### (Creatively) Teaching the Meaning of Statistics

Author(s):
Demetrulias, D. M.
Year:
1988
Abstract:
Argues that the teaching of statistics can be freed from the tedium of routine and repetitive calculations with the use of several creative approaches. Concludes that these approaches enable students to invent and seek applications as a result of their own initiative and understanding. (MS)
• ### (Mis-) interpretation of stochastic models

Author(s):
Schrage, G.
Year:
1983
Abstract:
I am not an expert in the theory of decision making, rather I am concerned with mathematics education and teacher training. Within the frame of this task one of my special interests is teaching statistics. Statistics - to use a definition of W. A. Wallis and H. W. Roberts - is a body of methods for making decisions in the face of uncertainty., and that is the subject of our conference.
• ### 1786-1986: Two centuries of teaching statistics

Author(s):
Bibby, J.
Editors:
Davidson, R., &amp; Swift, J.
Year:
1986
Abstract:
Episodes recounted in this paper illustrate the evolution of statistics as a discipline and as a profession. The two are indissolubly linked, and it is useful to remember this as we contemplate present-day development.
• ### 1982-2002: From the Past Towards the Future

Author(s):
Ottaviani, M. G.
Editors:
Phillips, B.
Year:
2002
Abstract:
This paper, after considering the reasons and aims that gave origin to the International Conference on Teaching Statistics (ICOTS), traces the line of thought along which the Conference developed from 1982 to 2002. This is done by applying textual data analysis to the titles of the papers published in the Proceedings of the first five Conferences, and to the titles that were on the International Programme Committee Web site on October 27, 2001. Knowing past and present enables one to present suggestions about possible future Conference scientific developments.
• ### 1993 New Car Data

Author(s):
Lock, R. H.
Year:
1993
Abstract:
The 93CARS dataset contains information on 93 new cars for the 1993 model year. Measures given include price, mpg ratings, engine size, body size, and indicators of features. The 26 variables in the dataset offer sufficient variety to illustrate a broad range of statistical techniques typically found in introductory courses.
• ### 4 out of 5 Students Surveyed Would Recommend this Activity (Comparing Chewing Gum Flavor Durations)

Author(s):
Richardson, M., Rogness, N. &amp; Gajewski, B.
Editors:
Stephenson, W. R.
Year:
2005
Abstract:
This paper describes an interactive activity developed for illustrating hypothesis tests on the mean for paired or matched samples. The activity is extended to illustrate assessing normality, the Wilcoxon signed rank test, Kaplan-Meier survival functions, two-way analysis of variance, and the randomized block design.
• ### 4: Basic concepts of statistical reasoning: Hypothesis test and the t-test

Author(s):
Carlin, J. B., Loyle, L. W.
Year:
2001
Abstract:
Examines the basic logic of hypothesis tests, t-tests and statistical test. Differences and similarities of the structure of the statistical test and the signal-to-noise ratio; Use of the concept of sampling variability; Binary indicator of the Chi-squared test.

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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