Literature Index

Displaying 1011 - 1020 of 3326
  • Author(s):
    Jones, P.
    Year:
    1997
    Abstract:
    We need to look beyond the view of computer-based technology as a means of enhancing the teaching and learning of current curricula; the end result of such activities is often no more than a translation of what are essentially pencil-and-paper-based activities onto a computer screen, albeit often done in an exciting and enlightening manner. As we move into an era in which computer-based technology becomes the new pencil and paper, such developments will become of historical interest at most (Kaput, 1992). Although there is undoubted benefit in using computer-based technology to reduce the time students spend on statistical computation, or in using it to illustrate the Central Limit Theorem, for example, the ultimate power in the technology lies in its ability to reshape the nature of intellectual activity in the statistics classroom. To see why this might be, we need to look generally at the ways in which interacting with technology of this sort has the potential to affect human intellectual performance. We will do this by using a theoretical framework proposed by Salamon, Perkins, and Globerson (1991) which has implications for both future classroom practice and research.
  • Author(s):
    Miller, J. B.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Constructivism is a philosophy that supports student construction of knowledge. Since students uniquely construct their knowledge, instructional strategies that support constructivist philosophies naturally advocate student understanding. Instructional trends in the mathematics and statistics education communities support the active-learning orientation of constructivist philosophy. I posit that, while not the only philosophy of teaching and learning, constructivism is one of the best such philosophies. One question remains: "How do instructional strategies that support student knowledge construction address the needs of all students?" I first examine learning styles in general, then enumerate a collection of instructional strategies that support constructivism, and conclude with an analysis of how instructional strategies that support constructivism address the needs of the learning styles previously examined.
  • Author(s):
    Dunkels, A.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    The paper shows that it is not enough for teachers to have in their education or in-service training a purely mathematical view of numbers and shapes. They need themselves to work with numbers in real life situations in order to obtain the proper perspective so as to cope with the demanding task of guiding their pupils towards an understanding of numbers. They need to match the abstract mathematical concept of number with the practical application in such a way that each aspect helps develop to other.
    Location:
  • Author(s):
    Shavelson, R. J., & Towne, L.
    Year:
    2002
    Abstract:
    The title of this report reveals its purpose precisely: to spur actions that will advance scientific research in education. Our recommendations for accomplishing this goal build on the National Research Council report Scientific Research in Education. That report offered an articulation of what constitutes high-quality scientific inquiry in education; this report recommends ways to promote it.
  • Author(s):
    delMas, R. C.
    Abstract:
    This paper describes the power simulator and how to use it.
  • Author(s):
    Stent, A. F., & McAlevey, L. G.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    The present paper outlines a spreadsheet simulation model, suitable for teaching purposes, to simulate the operation of the Central Limit Theorem.
  • Author(s):
    Gal, I.
    Editors:
    Batanero, C., & Joliffe, F.
    Year:
    2003
    Abstract:
    This paper reports the results of an exploratory study of the characteristics of key information products released by statistics agencies. Such products are central to debates and decisions in the public arena, but have received little attention in the literature on statistical literacy, statistics education, or adult numeracy. Based on a qualitative analysis of Internet-based products of six national and international statistics agencies, the paper sketches the characteristics of five product types (Indicators, Press releases, Executive summaries, Reports, and Aggregate data) and of the environment in which they are found. The paper discusses implications for the specification of the skills needed for accessing, filtering, comprehending, and critically evaluating information in these products. Directions for future research and educational practice are outlined.
  • Author(s):
    Jowett, G.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    Expanding any kind of education has challenging difficulties, and expanding statistical education a very generous share. Then there has been the nature of the subject itself. The concepts and thought processes are rather subtle, not easy to grasp in the first place and rapidly lost if not well reinforced.
  • Author(s):
    Watson, J. M., & Kelly, B. A.
    Year:
    2004
    Abstract:
    This study explores school students' understanding of variation within a probabilistic setting involving spinners. Sixty-six students in Grades 3 to 9 answered survey questions involving a single 50/50 spinner and then were interviewed using a protocol involving compound events with different types of spinners (50/50 and 25/75). Of interest in interviews were students' initial responses and changes in response and reasoning that occurred after experimentation with the spinners. Because there was the possibility of variation occurring in the experiments that could be considered contrary to expectation, responses following experimentation were analysed based on their appropriateness in terms of the observed experimental outcome. Data were used to determine a developmental progression among the students in the study and data from survey responses were considered in relation to the interview data. Differences were found between primary and secondary students. The outcomes of the study lead to suggestions for the classroom and for future research in relation to expectation and variation in probabilistic settings.
  • Author(s):
    Larry Weldon
    Year:
    2008
    Abstract:
    The motivational value for students of problem-based immersion in the process of data collection,<br>data analysis and interpretation, is accepted by many. However, the culture of instruction<br>through technique-based courses is still used at the tertiary level in many universities. The<br>coverage of topics seems to trump guidance through the process of data analysis. In this paper, I<br>suggest how to complement a problem-based experiential presentation of statistical methods with<br>a presentation of the abstract structures necessary for future applications. A series of problembased<br>courses might fail to highlight the general and transferable concepts and principles that<br>help to bring coherence to the toolbox of statistical techniques. To overcome this shortcoming<br>one can present the logical structure - that is definitions, strategies, theoretical frameworks and<br>justifications - to unify the collection of problem-specific methods, but only after extensive<br>immersion in practical problems. Once students have experienced the effectiveness of the<br>practical statistical approach, they may be better prepared to absorb the abstract generalizations.

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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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