Literature Index

Displaying 1111 - 1120 of 3326

  • Fostering Students' Statistical and Scientific Thinking: Lessons Learned From an Innovative College Course

    Author(s):
    Derry, S. J., Levin, J. R., Osana, H. P., Jones, M. S., Peterson, M.
    Year:
    2000
    Abstract:
    Current research and theory indicate that college students' scientific and statistical reasoning skills are deficient, but can be improved through instruction. Accordingly, an innovative statistics course was developed for the undergraduate education curriculum at the University of Wisconsin-Madison. The course promoted the idea "that the purpose of statistics is to organize a useful argument from quantitative evidence, based on a form of principled rhetoric" (Abelson, 1995, pp. xiii). Most instruction was anchored to mentored, small-group collaborative activities that simulated complex real-life problem solving. In conjunction with the second offereing, evidence of student growht was obtained from pre- and post-course interviews designed to assess students' ability to reason with statistical evidence from everyday sources. Both quantitative and qualitative analyses indicated that students made meaningful gains in the ability to reason statistically. Analyses also pointed to specific conceptual confusions, some related to course design. Students' reactions to the course were variable.

  • Four kinds of understanding, four unifying themes, structured concept maps, and four under-taught topics

    Author(s):
    Cobb, G. W.
    Abstract:
    This report describes four kinds of understanding that students rely on in statistics--logical/deductive, computational/algorithmic, graphical/dynamic, and verbal/interpretive. These kinds of understanding will be illustrated, as will four unifying themes (production, exploration, repetition, and inference) that instructors can use to give students a better sense of the subject of statistics as a structured whole. Structured concept maps will also be illustrated, as will four topics (transforming, adjusting, blocking, and crossing/interaction) that are often missing in introductory statistics courses.

  • Fourth graders invent ways of computing averages

    Author(s):
    Kamii, C., Pritchett, M., & Nelson, K.
    Year:
    1996
    Abstract:
    The purpose of this article is to describe what fourth graders can do when they are encouraged to invent their own ways of getting the average. The article also shows the teacher's active role in constructivist teaching.

  • Framework for instruction and assessment on elementary<br>inferential statistics thinking.

    Author(s):
    Vallecillos, A. and Moreno, A
    Year:
    2002
    Abstract:
    The main objective in this paper is to describe a framework to characterize and assess the learning of<br>elementary statistical inference. The key constructs of the framework are: populations and samples and their<br>relationships; inferential process; sample sizes; sampling types and biases.<br>To refine and validate this scheme we have taken data from a sample of 49 secondary students sample<br>using a questionnaire with 12 items in three different contexts: concrete, narrative and numeric. Theoretical<br>analysis on the results obtained in this first research phase has permitted us to establish the key constructs<br>described below and determine levels in them. Moreover this has allowed us to determine the students'<br>conceptions about the inference process and their perceptions about sampling possible biases and their<br>sources.<br>The framework is a theoretical contribution to the knowledge of the inferential statistical thinking domain<br>and for planning teaching in the area.
    Location:
    http://www.math.uoc.gr/~ictm2/Proceedings/pap220.pdf

  • Framework For Teacher Knowledge And Understanding About Probability

    Author(s):
    Kvatinsky, T. &amp; Even, R.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Theoretical frameworks for analyzing teacher subject-matter knowledge in specific mathematical domains are rare. In this paper we propose a theoretical framework for teacher subject-matter knowledge and understanding about probability. The framework comprises of seven aspects: essential features, the strength of probability, different representations and models, alternative ways of approaching, basic repertoire, different forms of knowledge and understanding, and knowledge about mathematics. We explain the importance of each aspect for teacher knowledge of probability, discuss its possible nature and illustrate our claims with specific examples.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/6a4_kvat.pdf

  • Frequency versus probability formats in statistical word problems

    Author(s):
    Evans J. S. B. T., Handley, S. J., Perham, N., Over, D. E., Thompson, V. A.
    Year:
    2000
    Abstract:
    Three experiments examined people's ability to incorporate base rate information whenjudging posterior probabilities. Speci&reg;cally, we tested the (Cosmides, L., &amp; Tooby, J. (1996).Are humans good intuitive statisticians after all? Rethinking some conclusions from theliterature on judgement under uncertainty. Cognition, 58, 1&plusmn;73) conclusion that people'sreasoning appears to follow Bayesian principles when they are presented with informationin a frequency format, but not when information is presented as one case probabilities. First,we found that frequency formats were not generally associated with better performance thanprobability formats unless they were presented in a manner which facilitated construction of aset inclusion mental model. Second, we demonstrated that the use of frequency informationmay promote biases in the weighting of information. When participants are asked to expresstheir judgements in frequency rather than probability format, they were more likely to producethe base rate as their answer, ignoring diagnostic evidence.

  • From cooperation to coordination - The school's statistics coordinator

    Author(s):
    Rouncefield, M.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper is based on a project which ran during 1988 and 1989 at the Center for Statistical Education, University of Sheffield. The purpose of the project was to produce materials both to train schools' statistics coordinators and for the coordinators themselves to use in school, for their work with pupils and other teachers. These materials are now available from the Center in loose-leaf folder (Holmes and Rouncefield, 1989). In this paper, I shall attempt to explain the rationale behind the project and to describe some of the project materials.

  • From Data to Graphs to Words - But Where are the Models?

    Author(s):
    Weldon, K. L.
    Year:
    2005
    Abstract:
    The pioneers of statistics focused on parametric estimation and summary to communicate statistical findings. The tradition of basing inference on parametric fits is a central mode in statistics education, but in statistics applications, computer-based graphical summary is playing an increasingly important role. A parallel development has been the spread of statistics education to almost all disciplines, and thus the need to communicate statistical results to non-specialists has become more acute. These influences of more graphics and a wider distribution require adaptation in our statistics courses. This paper provides examples of, and arguments for, the use of simulation and graphical display, and the role of these techniques in enhancing the verbalization of analytical results. The immediate goal of the paper is to persuade those who design curricula for early statistics courses to provide a serious introduction to grpahical data analysis, at the expense of some traditional parametric inference. The goals is to enable more students to communicate statistical findings effectively.

  • From Numerical Information to the Notion of Risk Through Data Analysis. The case of the French curricula

    Author(s):
    Dacunha-Castelle, D.
    Editors:
    Pereira-Mendoza, L.
    Year:
    1993
    Abstract:
    The French mathematical community is now convinced that the teaching of mathematics needs a new balance. It is generally agreed that its links to society's needs should be perceived differently, and that the computer can greatly assist in the making of necessary changes. Mathematics educators are conscious that a new challenge has to be faced because of the increasing number of pupils for whom they must cater. In spite of some delay in action that may be attributed to some traditionalist and conservative groups, the new syllabus positively reflects this evolution in approaches to the teaching of mathematics in France.

  • From Online Learner To Online Teacher

    Author(s):
    Copeland-Smith, S.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The experience as an online student is discussed as a case study. The six-month online course undertaken was designed as professional development for teachers. The objective of the course was to develop skills in online development and delivery of training. It included instructional design, the development of educational models for delivery, tutoring online and the use of computer mediated communications software. The positive and negative aspects of this experience are covered. The "lessons learned" are discussed for relevance to teaching health statistics, predominantly risks and rates and common study types used in health investigations.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/4d2_cope.pdf

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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