Literature Index

Displaying 541 - 550 of 3326

  • Changing Students' Perspectives of McNemar's Test of Change

    Author(s):
    Levin, J. R., & Serlin, R. C.
    Year:
    2000
    Abstract:
    An alternative perspective is presented for teaching students the logic and details underlying McNemar's test of the equality of correlated proportions. The new perspective enables straightforward extension to other correlated proportions situations.
    Location:
    http://www.amstat.org/publications/jse/secure/v8n2/levin.cfm

  • Changing the face of statistical data analysis in the middle grades: Learning by doing.

    Author(s):
    McClain, K., Leckman, J., Schmitt, P., & Regis, T.
    Editors:
    Burrill, G. F.
    Year:
    2006
    Abstract:
    The purpose of this article is to document the efforts of an ongoing collaboration between a cohort of middle school mathematics teachers and a university professor in defining statistics instruction for students. In the process, our goals for statistics instruction changed from that of creating the correct graph or calculation of measures of center to that of answering the meaningful questions on the basis of the exploration of trends and patterns in data.

  • CHANGING THE STATISTICS CURRICULUM FOR FUTURE AND CURRENT HIGH SCHOOL MATHEMATICS TEACHERS: A CASE STUDY

    Author(s):
    Amy G. Froelich, Wolfgang Kliemann, Heather Thompson
    Year:
    2008
    Abstract:
    Through a larger initiative involving mathematical sciences faculty from the three State of Iowa Board of Regents' institutions, faculty members from the Departments of Statistics and Mathematics at Iowa State University have started a collaboration in the area of statistics training for future and current mathematics teachers. In this paper, we begin by discussing the recent developments in high school mathematics education at both the state and national level that served as a focus for change in the statistics education of mathematics teachers in the state. We then describe our present efforts in changing curriculum in statistical content and pedagogy in the undergraduate and graduate programs at Iowa State for future and current mathematics teachers. Finally, we offer some direction for future work in these regards.
    Location:
    http://www.ugr.es/~icmi/iase_study/Files/Contents.htm

  • Characteristics and Performance of Students in an Online Section of Business Statistics

    Author(s):
    Dutton, J. & Dutton, M.
    Editors:
    Stephenson, W. R.
    Year:
    2005
    Abstract:
    We compare students in online and lecture sections of a business statistics class taught simultaneously by the same instructor using the same content, assignments, and exams in the fall of 2001. Student data are based on class grades, registration records, and two surveys. The surveys asked for information on preparedness, reasons for section choice, and evaluations of course experience and satisfaction. Using descriptive statistics, regression analysis and standard hypothesis tests, we test for significant differences between the online and lecture sections with regard to performance and satisfaction with the course as well as motivation and preparedness for taking an online course. We report several differences, including better performance by online students.
    Location:
    http://www.amstat.org/publications/jse/v13n3/dutton.html

  • Characteristics of a model for the development of mathematics teaching

    Author(s):
    Goldsmith, L. T., & Schifter, D.
    Year:
    1994
    Abstract:
    The current mathematics reform movement has recognized that new forms of mathematics teaching will be needed to support the proposed curricular changes. These new forms extend beyond the acquisition of new teaching techniques and trategies to the reconstitution of fundamental notions of teaching, learning, and the nature of mathematics as a discipline, and also to the creation of different classroom opportunities for learning. The means by which teachers effect this kind of transformation are, as yet, little understood. This paper describes a set of component models of the process of teachers' development in mathematics practive. Drawing from theories of cognitive development, the paper focuses on three compoments of the change process: (1) qualitative reorganizations of understanding; (2) orderly progression of changes; and (3) the context and mechanisms by which transitions are effected; and suggests a fourth component--individual motivational and dispositional factors.
    Location:
    RISE

  • Characteristics of elementary school students' probabilistic reasoning.

    Author(s):
    Langrall, C. W., & Mooney, E. S.
    Editors:
    Jones, G. A.
    Year:
    2005
    Abstract:
    We examine probabilistic intuitions and concepts as they relate to children aged 5 to 11 from research over the past 50 years. In the first section, we review the research pertaining to specific concepts and skills associated with probabilistic reasoning. The other section presents a discussion of theoretical perspectives on instruction in probability.

  • Characteristics of teachers' conversations about teaching mean, median, and mode

    Author(s):
    Randall E. Groth
    Year:
    2009
    Abstract:
    The study analyzed a conversation among a group of teachers responsible for teaching the concepts of mean, median, and mode. After reading an article describing some specific student difficulties in learning the concepts, teachers were asked to discuss how the teaching of the concepts could be improved. Several claims pertinent to improving teaching practice were offered. Claims focused on the appropriate age at which to introduce statistical concepts, the influence of the state-prescribed curriculum on teaching practice, content-specific teaching strategies, and content-independent teaching strategies. Teachers' claims were discussed in terms of points of departure and agreement with existing empirical research.
    Location:
    http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD8-4V5GCTK-1&_user=10&_coverDate=07%2F31%2F2009&_rdoc=13&_fmt=high&_orig=browse&_srch=doc-info(%23toc%235976%232009%23999749994%231107092%23FLA%23display%23Volume)&amp

  • Characterizing Year 11 Students' Evaluation of a Statistical Process

    Author(s):
    Pfannkuch, M.
    Year:
    2005
    Abstract:
    Evaluating the statistical process is considered a higher order skill and has received little emphasis in instruction. This study analyses thirty 15-year-old students' responses to two statistics assessment tasks, which required evaluation of a statistical investigation. The SOLO taxonomy is used as a framework to develop a hierarchy of responses. Focusing on the quality of response allowed insight into and suggestions for how instruction might be improved. The implications for teaching, assessment, and the curriculum are discussed.

  • Charles Babbage's contributions to statistics

    Author(s):
    Tee, G. J.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper is a discussion of the contributions Charles Babbage made to Statistics.

  • Charting and manipulating propositions as methods to promote self-explanation in the study of statistics

    Author(s):
    Broers, N. J., Imbos, T.
    Year:
    2005
    Abstract:
    Statistics is known to be a difficult subject, demanding students to perceive interrelations between numerous highly abstract concepts. Many students approach the subject with an evasive attitude, often resulting in rote learning yielding little conceptual understanding of statistics. Working from a constructivist paradigm, we aimed to stimulate students to self-explain the relationship between a number of concepts and principles related to descriptive statistics. To this end we developed two complementary methods which we tested in an experiment comparing a control group with three different experimental groups in which students charted important propositions related to statistical theory and, depending on their group, complemented this activity with a construction of arguments or with a study of preconstructed arguments. The results indicate an effect from the charting task and suggest a potential effect of constructing arguments.

Pages

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

register