Literature Index

Displaying 271 - 280 of 3326
  • Author(s):
    Reading, C., & Reid, J.
    Editors:
    Gal, I., & Short, T.
    Year:
    2006
    Abstract:
    Recent research into students' reasoning about variation refers specifically to notions of distribution that emerge. This paper reports on research where written responses, from tertiary introductory statistics students, were coded according to the level of consideration of variation. A hierarchy of reasoning about distribution is proposed, based on the notions of distribution that were evident in these responses. The hierarchy reflects students' progression from describing key elements of distribution to linking them for comparison and inference. The proposed hierarchy provides researchers with an emerging framework of students' reasoning about distribution. The research also highlights that educators need to be aware that, without a well developed consideration of variation, students' ability to reason about distribution will be hampered.
  • Author(s):
    Brandon K. Vaughn
    Year:
    2009
    Abstract:
    This study considers the effectiveness of a "balanced amalgamated" approach to teaching graduate level introductory statistics. Although some research stresses replacing traditional lectures with more active learning methods, the approach of this study is to combine effective lecturing with active learning and team projects. The results of this study indicate that such a balanced amalgamated approach to learning not only improves student cognition of course material, but student morale as well. An instructional approach that combines mini-lectures with in-class active-learning activities appears to be a better approach than traditional lecturing alone for teaching graduate-level students.
  • Author(s):
    Curtis, D. A., Gold, K., & Mundform, D.
    Year:
    1994
    Abstract:
    This study attempted to provide evidence about two questions (1) Can criteria be developed for evaluating introductory statistics texts which are based on the statistical education and text evaluation literature? (2) Using the criteria from (1), how do several introductory statistics texts used in schools and colleges of education compare to one another?
  • Author(s):
    Heitele, D.
    Year:
    1975
    Abstract:
    The Woods Hole conference of September 1959 was outstanding of its kind as a meeting of about 35 people interested in education - educationists, psychologists, medical men, and mathematicians. The results of the meeting were summarised by J. S. Brunner in a chairman's Report, which, impregnated by his own ideas, evolved into his booklet The Process of Education. In the last decade this work has strongly influenced curriculum development, in particular, in mathematics. Brunner's contribution seems to me of a particular interest for the instruction in stochastics, which is now entering our schools. On the one hand advocates of this subject matter are advancing its fundamental (or central) ideas, on the other hand stress is laid on the importance to tie instruction in stochastics to intuitive experiences. Both points, however, are rarely elaborated or made more concrete. In particular the following questions deserve attention: (a) What would a list of fundamental ideas of stochastical concepts look like? (b) Why should intuition mean so much for stochastics? (c) What does "(stochastic) intuition" mean? (d) How does it develop, and how can it be improved? In the following we will advance some ideas on (a) and will also touch on the other points.
  • Author(s):
    Collis, B., et al.
    Year:
    1989
    Abstract:
    Evaluates the use of computerized tutorial support for elementary statistics instruction in five education and social work courses, both graduate and undergraduate. Pretests and posttests used to measure student attitudes toward statistics and toward computers are described, and preferred learning environments before and after the course are discussed. (8 references) (Author/LRW)
  • Author(s):
    Miller, H. A.
    Year:
    1998
    Abstract:
    The statistics reform will only be successful if those teaching statistics understand and react to the changing direction of the discipline. To this end, the Mathematical Association of America, in conjunction with the National Science Foundation, administered a series of development workshops for mathematicians teaching introductory statistics courses at the post secondary level. The purpose of these STATS Workshops (Statististical Thinking with Activie Teaching Strategies) is to help mathematics faculty who have no formal teaching in statistics gain the training and knowledge needed to be successful.<br><br>The particpant observer recorded the day-to-day activities and surveyed the attainment of workshop objectives. The participant observer interviewed attendees to bring additional depth to the traditional evaluation and to enhance the clarity of experiences and opinions of the participants.
    Location:
  • Author(s):
    Dalzell, A. M.
    Year:
    1987
    Abstract:
    This investigation is a pilot study into the level of statistical graphic literacy to be found amongst a group of lower sixth form female students.
  • Author(s):
    Woehlke, P. L.
    Year:
    1991
    Abstract:
    The purpose of this study was to extend the evaluation of Wise's Attitudes Toward Statistics (ATS) scale by examining responses in relation to (a) its factor structure and (b) the correlation of ATS subscale scores with students' grades in statistics courses at several levels of graduate study, students' sex (which was found to be a useful predictor by Woehlke &amp; Leitner, 1980), and scores on measures of basic mathematics and comprehension of statistical terminology.
  • Author(s):
    Woehlke, P. L.
    Year:
    1991
    Abstract:
    The purpose of the present study was to extent the evaluation of Wise's Attitudes Toward Statistics (ATS) Scale by examining scale responses in relation to (a) its factor structure and (b) the correlation of ATS subscale scores with students' grades in statistics courses at several levels of graduate study, students' sex (which was found to be a useful predictor by Woehlke &amp; Leitner, 1980), and scores on measures of basic mathematics and comprehension of statistical terminology.
  • Author(s):
    Dustin L. Jones and James E. Tarr
    Editors:
    Iddo Gal<br>Tom Short
    Year:
    2007
    Abstract:
    We analyze probability content within middle grades (6, 7, and 8) mathematics textbooks from a historical perspective. Two series, one popular and the other alternative, from four recent eras of mathematics education (New Math, Back to Basics, Problem Solving, and Standards) were analyzed using the Mathematical Tasks Framework (Stein, Smith, Henningsen, &amp; Silver, 2000). Standards-era textbook series devoted significantly more attention to probability than other series; more than half of all tasks analyzed were located in Standards-era textbooks. More than 85% of tasks for six series required low levels of cognitive demand, whereas the majority of tasks in the alternative series from the Standards era required high levels of cognitive demand. Recommendations for future research are offered.

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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