Literature Index

Displaying 201 - 210 of 3326
  • Author(s):
    Stephen M. Lancaster
    Year:
    2008
    Abstract:
    I analyze data from the attitudes of 56 preservice primary teachers related to their role as continuing students of statistics. The variables investigated include preservice primary teachers' (1) attitudes toward future professional development in statistics, (2) current knowledge of statistics, (3) current statistical self-efficacy, and (4) current self-efficacy to learn statistics in the future. My results suggest that (1) current self-efficacy to learn statistics in the future is a moderate predictor of preservice primary teacher beliefs that future professional development in statistics will help their classroom teaching, and (2) current self-efficacy to learn statistics in the future can vary for preservice primary teachers throughout their preparation program.
  • Author(s):
    Stephenson, W. R.
    Year:
    1990
    Abstract:
    This study involves an experiment that guages the reaction of students in a university 100 level statistics course. The experimental group was randomly assigned to work with Minitab program (analysis and graphing) and to do normal course work. The control group just did the course work. Questionnaires measuring students' attitude towards computers were given to both groups at the beginning and end of term. Results indicate that students thought computers were useful before and after the course. Students who had actually used the computers were more inclined to strongly agree. It is important that computer use is taught properly otherwise students will become frustrated. Differences between final exam scores of the two groups were not significant (computer group was slightly higher). Volunteers (who participated in either group for the experiment) did have better final grades than students who did not participate. Computer-use group students may have had better marks due simply to the greater exposure with the material and instructors. In conclusion, students can benefit from the use of a statistical data analysis package. However, much of the benefit may derive from the students' increased understanding of the computer system rather than the analysis package itself. Students stated that the use of a computing package did not increase their understanding of statistics but was useful as an ancillary to the statistics course.
    Location:
  • Author(s):
    McKenzie, J. D. Jr., Rybolt, W. H., & Kopcso, D. P.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    Those familiar with a statistical package are often surprised at how long it takes a novice to accomplish even a simple task. In a college environment, students often complain about the countless hours spent on a simple assignment. An examination of their computer printouts and written work often fails to reveal where the students spent their hours. Unfortunately, it is possible for students to understand conceptually what to do but still not be able to do it. In an effort to learn where students actually ran into difficulty and discover more about the types of mistakes they were making, we undertook a series of experiments at Babson College. These experiments involved two instructors each teaching two sections of an applied statistics course. There were 154 undergraduate students in these four sections. an extensive set of references dealing with this area may be found in Kopcso, McKenzie, and Rybolt (1985). References to our past work and another recent article are present at the end of this paper.
  • Author(s):
    Kavita Laghate & M.N. Deshpande
    Year:
    2007
    Abstract:
    In this article, we present a somewhat surprising result connected with random permutations.
  • Author(s):
    Green, D. R.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    The aims of this project, sponsored by the Social Science Research Council from November 1978 to October 1981, were: a) to survey the intuitions of chance and the concepts of probability possessed by English school pupils aged 11 to 16 years. b) to establish patterns of development of probability concepts and to relate these to other mathematics concepts. c) to investigate pupil responses to GCE 'O' Level and CSE probability items, with particular references to sex differences. A summary of findings is presented, based on responses of 2930 children.
  • Author(s):
    Susan E. Martonosi & Talithia D. Williams
    Year:
    2016
    Abstract:
    In this article, we highlight the advantages of incorporating a statistical capstone experience in the undergraduate curriculum, where students perform an in-depth analysis of real-world data. Capstone experiences develop statistical thinking by allowing students to engage in a consulting-like experience that requires skills outside the scope of traditional courses: defining a complex problem, analyzing data, building a strong team, and communicating effectively. We describe the pedagogical benefits as they relate to improved student outcomes and prospective job and graduate school placement, and we classify statistical capstones into four groups: standalone capstone projects, statistical consultancies, capstone projects embedded in an advanced statistics methodology course, and instruction-focused capstone courses. This article serves as a guide for educators seeking to implement an enriching capstone experience in their undergraduate mathematics or statistics curriculum to better prepare students for industrial and academic careers in data science.
  • Author(s):
    Aksu, M.
    Editors:
    Pereira-Mendoza, L.
    Year:
    1993
    Abstract:
    The Turkish system of education is undergoing great structural changes. The centralized system is becoming more flexible, giving schools and students the opportunity to develop and select new courses based on the needs and interests of the students and the environment at the secondary level. Statistics appears for the first time as a separate four-hour per week elective course in the secondary programs. The changes require the development of new curricula on different subject areas and the revision of the present curricula. The mathematics curricula at all grade levels (K-11) have been revised by the National Mathematics Curriculum Development Committee established by the Ministry of Education in February 1990 and the revised curricula are being implemented in the 1991-92 school year. The place of statistics has not changed much in the revised mathematics curricula. Being a member of the above mentioned Committee, the researcher has observed that the mathematicians and the mathematics teachers do not seem to consider statistics as an area to be taught in mathematics. They mainly concentrate on algebra and geometry. It can easily be concluded that since those people do not have the necessary background and training in statistics, they view statistics topics, which interfere with their conception of mathematics, critically. Many modes of teaching and interpretation which are particular to statistics, as compared to traditional mathematics, are viewed skeptically by the mathematicians and the mathematics teachers. Considering the above situation, the researcher undertook a survey of the place of statistics in general education in Turkey. The results of this study show that the mathematics teachers who are presently responsible for teaching statistical topics at the primary and secondary levels do not have necessary background in statistics and do not possess the necessary skills for teaching statistics.
  • Author(s):
    Dyck, J. L., & Gee, N. R.
    Year:
    1998
    Abstract:
    In this article, we describe a hands-on, in-class demonstration using M & M's candy to illustrate the concept of the sampling distribution of the mean. With the class serving as the population, each student receives a small package of M & M's. The instructor draws samples from the population and constructs an actual sampling distribution. Students in two statistics courses received either the M & M demonstration or a comparable demonstration using a textbook example. They took a quiz on their knowledge and rated their attitudes toward the demonstration. Results indicated that students who participated in the M & M demonstration answered more questions correctly on the quiz, believed they had learned more, enjoyed class more, and had fewer negative feelings toward the demonstration than those who received the textbook example demonstration.
  • Author(s):
    Xu Shihong, Lv Yi, Liu Yongdong, Tang Bangquan and Pan Reisheng
    Year:
    2008
    Abstract:
    Much teacher training has been carried out in China since the new curriculum reform began in 2001. By analyzing a particular case of teacher training, this paper reveals how the Chinese government has organized teacher training since 2001 and shows the merits and shortcomings of this approach. The aim of the paper is to share our experiences in mass teacher training and encourage other researchers to explore their own effective approaches.
  • Author(s):
    Taur, Y., & McCulloch, C. E.
    Year:
    1999
    Abstract:
    We describe a Java applet that allows users to see and learn the fitting of regression models in a manner that is both visual and interactive, as well as consonant for linear and nonlinear models. In addition, this program familiarizes users with the fact that many different parameterizations exist for a single function, and it provides insight about the relationship between these models. Called Visual Fit, this program draws scatterplots of data and allows users to fit various nonlinear models to the data. The program can also provide least squares estimates or true population parameters for comparison with the estimates made by the user. We discuss what types of parameters can be represented in a visually obvious way and which cannot. Visual Fit may be useful for both introductory statistics classes and higher-level courses. Visual Fit is available at http://www.amstat.org/publications/jse/secure/v7n2/visualfit.html

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