Literature Index

Displaying 291 - 300 of 3326
  • Author(s):
    Asar, R. M. E.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Teachers of mathematics in Egyptian schools almost depend on traditional lectures and discussions in teaching the statistics units which concentrate often on either mere computational aspects or theoretical concepts and distributions. To change this situation, an experimental approach is suggested to be used in Egyptian schools as a useful base for teaching and learning the subject in these schools. Questions interspersed throughout the experiments intend to promote statistical thinking among students, to help them to discuss the results obtained and to formulate final conclusions. One of the basic features of the approach is to give students the chance to use some of the methods used by real statisticians, then to find out relationships, new meanings and findings for themselves. By using such an approach, students can collect, analyze data and discover things by themselves. A field study conducted for preparatory stage students in Egypt (11 - 14 years old) has revealed the effectiveness of the suggested approach in achieving its goals.
  • Author(s):
    Ortiz, J. J., Cañizares,M.J., Batanero, C. & Serrano, L.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The teaching of probability is currently being reinforced in many countries, as it is visible from new curricular documents such as the NCTM Standards (2000), where the acquisition of a precise language in connection to chance and probability is considered to be a main learning goal. On the other hand, textbooks are an important resource for teachers who can find in these books ideas and activities to facilitate students' learning. In recent Spanish curricular documents (M.E.C., 1992) the teaching of probability is introduced at earlier ages with a teaching methodology based on simulation and experimentation. A main concern is children's progressive acquisition of a precise language in connection to chance and probability. This curriculum is not an exception, since we find similar concerns in curricular documents from other countries, such as the United Kingdom or the United States. On the other hand, when children are first taught probability, they have frequently used terms and expressions to refer to randomness, sometimes with a meaning different to what is usual in the mathematics classroom. All these reasons suggest the interest to carry out an empirical study to determine the specific language that about chance and probability is presented in the textbooks.
  • Author(s):
    Pinheiro, S. M. C., Lima, C. R., & Raposo, M. C. F.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    The hierarchical linear models or multilevels were developed for analysis of data which possess group structure, that is, a structure hierarchy which takes in account the data variability inside and among each hierarchical level. By using data analysis from SAEPE (2002 Educational Evaluation System of Pernambuco), hierarchical models (MH) are presented with two levels of evaluation in mathematics and Portuguese language classes applied to the 4th and 8th grades students of fundamental teaching and to the students 3rd grade students medium teaching. The results in this modeling are more appropriate due to data group structure. A comparison between multiple regression models and hierarchical models shows a better performance of the second model.
  • Author(s):
    Pfannkuch, M., & Rubick, A.
    Editors:
    Batanero, C., & Joliffe, F.
    Year:
    2002
    Abstract:
    This paper examines how two twelve-year-old students built up their recognition and understanding of relationships in a set of data. Using a small multivariate dataset created by Watson, Collis, Callingham and Moritz (1995), the students conducted an investigation of their choice in a pencil-and-paper environment. The students' thinking across the three representations of cards, tables and graphs is analysed from the perspectives of transnumeration, consideration of variation, reasoning with statistical models, and integrating the statistical with the contextual, which were identified as fundamental statistical thinking elements in empirical enquiry in the framework of Wild and Pfannkuch (1999). The ways of thinking within each element across the representations are identified. In the analysis, references are also made to the types of statistical thinking present in the other ten students in the study. From the analysis we identified five issues that should be considered for determining how students construct meanings from data. They are: prior contextual and statistical knowledge; thinking at a higher level than constructed representations; actively representing and construing; the intertwinement of local and global thinking; and the changing statistical thinking dialogue across the representations.
  • Author(s):
    Groth, R. E.
    Editors:
    Goodall, G.
    Year:
    2006
    Abstract:
    The statistical thinking exhibited by 14-19 year-old students during clinical interview sessions is described. The students' thinking with regard to fundamental statistics concepts is reported in order to help inform instructional practice.
  • Author(s):
    Hoff, Steven; Heiny, Robert L; Perrett, Jamis J
    Year:
    2012
    Abstract:
    The computer algebra system, MathematicaTM, is used to determine the exact distributions for sums and means of small random samples taken from a specific probability density function. The method used is the Inverse Laplace Transform for real-valued functions. These distributions are used to compare exact probabilities for probability interval statements for sums and means with normal approximations for these probabilities using the Central Limit Theorem. The maximum normal approximation errors are determined for probability intervals for various sample sizes.
  • Author(s):
    Ruiz Hernández, B. R., Albert Huerta, J. A., & Batanero, C.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    In this research we approach a fundamental stochastic idea. The random variable is based on other mathematics and probabilistic concepts and, in turn, is the support of many probability and statistics subjects. In this paper, we present some results from an exploratory study carried out with two university students. The aim was observing the difficulties the students face when they try to solve a problem that involves the concept of random variable.
  • Author(s):
    Zuliani, A., & Sanna, F.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    In Italy the knowledge both of the environments in which the teachers work and of their attitudes towards the teaching of mathematics in general and of probability and statistics in particular, is in extremely short supply. The survey of which the broad outlines are presented here aims to fill this gap. The intention is to provide material for policies of reform for the school levels considered. The outstanding result is in the way it brings out the great differences, not only in basic knowledge and training of teachers, but also in their attitude towards the teaching of mathematics and in particular probability and statistics. This makes it particularly difficult to propose a standard syllabus for the subjects previously mentioned at the Upper Secondary School level., and yet this tendency of policy-makers, at least for the first to be reformed. It is quite clear that serious problems that arise at the level of teacher retraining derive from this.
  • Author(s):
    Holly Zullo
    Year:
    2008
    Abstract:
    This article points out an unexpected but common misconception by students dealing with the exponential distribution.
  • Author(s):
    Bakker, A., Gravemeijer, K. P. E.
    Year:
    2006
    Abstract:
    Using Freudenthal's method of historical phenomenology, the history of statistics was investigated as a source of inspiration for instructional design. Based on systematically selected historical examples, hypotheses were formulated about how students could be supported in learning to reason with particular statistical concepts and grpahs. Such a historical study helped to distinguish different aspects and levels of understanding of concepts and helped us as instructional designers to look through the eyes of students. In this paper, we focus on an historical phenomenology of mean and median, and give examples of how hypotheses stemming from the historical phenomenology led to the design of instructional activities used for teaching experiments in grades 7 and 8 (12-14-years old).

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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