Literature Index

Displaying 2781 - 2790 of 3326
  • Author(s):
    Estepa-Castro, A., & Ortega-Moya, J.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    In this paper we fix the institutional reference meaning of variation and its measures in university books for the first university courses, using the six elements of meaning of the "ontologic-semiotic approach of mathematical cognition." The elements of meaning in books are identified. The deficiencies and possible difficulties that students can find, are considered. From the descriptive point of view, the complexity of topic variation and their measures is established. We conclude by pointing out the usefulness of the results.
  • Author(s):
    Finney, S. J.
    Year:
    2000
    Abstract:
    The meaning of success as experienced by students in statistical methods courses is described. Six social science graduate students who had completed several statistical methods courses were interviewed. The qualitative method of phenomenology was used to understand the essence of success by analyzing the students' experiences and perceptions. The students described success as an accumulation of conceptual knowledge that they are able to apply and communicate to others. They experienced success predominantly in the context of working in study groups. Success was precipitated by and coupled with positive feelings such as confidence and happiness.
  • Author(s):
    Kirsch, I. S., Jungeblut, S. S., Mosenthal, P. M.
    Editors:
    Murray, S. T., Kirsch, I. S., Jenkins, L. B.
    Year:
    1998
    Abstract:
    In December 1995, the Organisation for Economic Co-Operation and Development (OECD) and Statistics Canada jointly published the results of the first International Adult Literacy Survey (IALS). For this survey, representative samples of adults aged 16 to 65 were interviewed and tested in their homes in Canada, France, Germany, the Netherlands, Poland, Sweden, Switzerland, and the United States. This report describes how the survey was conducted in each country and presents all available evidence on the extent of bias in each country's data. Potential sources of bias, including sampling error, non-sampling error, and the cultural appropriateness and construct validity of the assessment instruments, are discussed. The chapters are; (1) "Introduction" (Irwin S. Kirsch and T. Scott Murray); (2) "Sample Design" (Nancy Darcovich); (3) "Survey Response and Weighting" (Nancy Darcovich); (4) "Non-Response Bias" (Nancy Darcovich, Marilyn Binkley, Jon Cohen, Mats Myrberg, and Stefan Persson); (5) "Data Collection and Processing" (Nancy Darcovich and T. Scott Murray); (6) "Incentives and the Motivation To Perform Well" (Stan Jones); (7) "The Measurement of Adult Literacy" (Irwin S. Kirsch, Ann Jungeblut, and Peter B. Mosenthal); (8) "Validity Generalization of the Assessment across Countries" (Don Rock); (9) "An Analysis of Items with Different Parameters across Countries" (Marilyn R. Binkley and Jean R. Pignal); (10) "Scaling and Scale Linking" (Kentaro Yamamoto); (11) "Proficiency Estimation" (Kentaro Yamamoto and Irwin S. Kirsch); (12) "Plausibility of Proficiency Estimates" (Richard Shillington); and (13) "Nested-Factor Models for the Swedish IALS Data" (Bo Palaszewski). Fourteen appendixes contain supplemental information, some survey questionnaires, and additional documentation for various chapters.
  • Author(s):
    Watson, J. M., Kelly, B. A. Callinham, R. A., & Shaughnessy, J. M.
    Year:
    2003
    Abstract:
    Deals with a study which explored the ways in which school students evaluate numerically the chance expressed in various common language phrases as they appear in newspaper headlines in Tasmania. Exploration on how students interpret verbally a percent expression of chance in the context of risk of a side-effect from a medicine; Significance of appreciating chance language; Implications for classroom teaching.
  • Author(s):
    Gould, S. J.
    Year:
    1985
    Abstract:
    "In 1982, I learned I was suffering from a rare and serious cancer. After surgery, I asked my doctor what the best technical literature on the cancer was. She told me, with a touch of diplomacy, that there was nothing really worth reading. I soon realized why she had offered that humane advice: my cancer is incurable, with a median mortality of eight months after discovery.<br><br>The problem may be briefly stated: What does "median mortality of eight months" signify in our vernacular? I suspect that most people, without training in statistics, would read such a statement as "I will probably be dead in eight months" - the very conclusion that must be avoided, since it isn't so."
  • Author(s):
    Hancock, C.
    Editors:
    diSessa, A., Hoyles, C., Nors, R., &amp; Edwards, L.
    Year:
    1995
    Abstract:
    This paper explores the phenomenological and curricular dynamics of implicit mathematical structures embodied in "transparent" computer-based tools. Examples from a clinical study of students working with the Tabletop database/data analysis environment illustrate the process by which disruptions of transparency can provoke increasingly reflective use of a tool and bring students into engagement with valuable mathematical ideas. The interaction among learner, medium and curriculum is seen to have important implications for pedagogy, tool design, and evolving conceptions of mathematics.
  • Author(s):
    Daniel R. Jeske, Scott M. Lesch, and Hongjie Deng
    Year:
    2007
    Abstract:
    It is shown how student participation in a real consulting project can be leveraged to achieve the dual goals of (i) developing statistical consulting skills in graduate students, and (ii) enhancing the instructional effectiveness of statistical methodology. Achieving these goals is the primary mission of the Statistical Consulting Collaboratory at the University of California, Riverside. The paper gives a detailed illustration of the how the goals were achieved by reporting on an interesting case study, with special emphasis given to describing the involvement of students and the alternative ways in which the project found its way into classrooms
  • Author(s):
    Cudmore, D.
    Year:
    1996
    Abstract:
    This talk is to discuss the mental images that certain students appear to articulate while they are engaged in posing and solving problems involving means, medians and modes.
  • Author(s):
    Puza, B. D., Pitt, D. G. W., &amp; O'Neill, T. J.
    Year:
    2005
    Abstract:
    In this article, we study the Monty Hall three doors problem. A fully general solution and several new approaches are presented, including a Bayesian analysis.
  • Author(s):
    Batanero, C., Henry, M., &amp; Parzysz, B.
    Editors:
    Jones, G. A.
    Year:
    2005
    Abstract:
    In this chapter we will examine different interpretations of the nature of chance, randomness, and probability and will highlight how these multiple conceptions are complementary and can influence curriculum goals. Finally we include some implications for the teaching and learning of probability in schools.

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