Literature Index

Displaying 1641 - 1650 of 3326

  • On Teaching the Big Ideas of Statistics: a Project-Based Approach

    Author(s):
    Weldon, K. L.
    Year:
    1994
    Abstract:
    Students of Statistics, whether they plan to be statisticians, or only to use statistics as a tool in their professions, often fail to grasp the big ideas of statistics from their courses. "Service" courses concentrate on methods, while "mainstream" courses emphasize mathematical structure, and in both types of course, the powerful concepts most useful in practice are not given much emphasis. The textbooks that guide our teaching style do not seem to include a broad appreciation of statistical ideas among their objectives. Statistics courses that do provide some pedagogic emphasis to the big ideas, may still fail to convey these ideas if the examination does not require their comprehension. In this paper, I give some examples of "big ideas" and exam questions that would assess students' comprehension of them, and argue that even though they are the most important aspects of a course, that they will not be absorbed from courses following currently available textbooks. I suggest the use of a project-based teaching technique with which I have had some experience and success, and how to use traditional textbooks as support for such a project-based course.

  • On the Attainability of Bounds on the Standard Deviation

    Author(s):
    Kevin Hayes
    Year:
    2010
    Abstract:
    This article considers prototype data sets that attain lower and upper bounds on the standard deviation in terms of the range.
    Location:
    http://www3.interscience.wiley.com/journal/123342798/abstract

  • On the development of an in-service training programme

    Author(s):
    Sharpe, K.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    The Statistical Education Unit has now been in operation for some six months during which time an in-service programme has been developed. A number of changes have been made to the programme in the light of our experiences and both the initial programme and the changes are reported in the hope that others may learn from our mistakes.
    Location:
    RISE

  • On the formalist view of mathematics: impact on statistics instruciton and learning

    Author(s):
    Meletiou-Mavrotheris,
    Abstract:
    In the paper, we argue that the persistence of students' difficulties in reasoning about the stochastic despite significant reform efforts in statistics education might be the result of the continuing impact of the formalist mathematical tradition. We first provide an overview of the literature on the formalist view of mathematics and its impact on statistics instruction and learning. We then re-consider some well-known empirical findings on students' understandingof statistics, and form some hypotheses regarding the link between student difficulties and mathematical formalism. Finally, we briefly discuss possible research directions for a moreformal study of the effects of the formalist tradition on statistics education.
    Location:
    http://scholar.google.com/scholar?hl=en&lr=&q=cache:aKRx_XmLp1MJ:www.dm.unipi.it/~didattica/CERME3/draft/proceedings_draft/TG5_draft/TG5_meletiou_draft.pdf+formalist+meletiou+mavrotheris

  • On the Number of Cycles in Randomly Selected Permutations.

    Author(s):
    Laghate, K. & Deshpande, M. N.
    Editors:
    Goodall, G.
    Year:
    2003
    Abstract:
    Summary In this article we derive the distribution, mean and variance of the number of cycles in a randomly selected permutation of the first n integers.

  • On the psychology of prediction

    Author(s):
    Kahneman, D., & Tversky, A.
    Editors:
    Kahneman, D., Slovic, P., & Tversky, A.
    Year:
    1982
    Abstract:
    In this paper, we explore the rules that determine intuitive predictions and judgments of confidence and contrast these rules to the normative principles of statistical prediction.

  • On the reality of cognitive illusions

    Author(s):
    Tversky, A., & Kahneman, D.
    Year:
    1996
    Abstract:
    The study of heuristics and biases in judgment has been criticized in several publications by G.<br>Gigerenzer, who argues that "biases are not biases" and "heuristics are meant to explain what does<br>not exist" (1991, p. 102). This article responds to Gigerenzer's critique and shows that it misrepresents<br>the authors' theoretical position and ignores critical evidence. Contrary to Gigerenzer's central<br>empirical claim, judgments of frequency - not only subjective probabilities - are susceptible to large<br>and systematic biases. A postscript responds to Gigerenzer's (1996) reply.
    Location:
    http://psy.ucsd.edu/~mckenzie/KahnemanTversky1996PsychRev.pdf

  • On the science of education design studies

    Author(s):
    Shavelson, R. J., Phillips, D. C., Towne, L., Feuer, M. J.
    Year:
    2003
    Abstract:
    The authors argue that design studies, like all scientific work, must comport with guiding scientific principles and provide adequate warrants for their knowledge claims. The issue is whether their knowledge claims can be warranted. By their very nature, design studies are complex, multivariate, multilevel, and interventionist, making warrants particularly difficult to establish. Moreover, many of these studies, intended or not, rely on narrative accounts to communicate and justify their findings. Although narratives often purport to be true, there is nothing in narrative form that guarantees veracity. The authors provide a framework that links design-study research questions as they evolve over time with corresponding research methods. In this way, an integration can be seen of research methods focused on discovery with methods focused on validation of claims.

  • On the study of statistical intuitions

    Author(s):
    Kahneman, D., &amp; Tversky, A.
    Editors:
    Kahneman, D., Slovic, P., &amp; Tversky, A.
    Year:
    1982
    Abstract:
    "The study of intuitions and errors in judgment under uncertainty is complicated by several factors: discrepancies between acceptance and application of normative rules; effects of content on the application of rules; Socratic hints that create intuitions whole testing them; demand characteristics of within-subject experiments; subjects' interpretations of experimental messages according to standard conversational rules. The positive analysis of a judgmental error in terms of heuristics may be supplemented by a negative analysis, which seeks to explain why the correct rule is not intuitively compelling. A negative analysis of non-regressive prediction is outlined."

  • On the teaching of order statistics

    Author(s):
    Bognar, K.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., &amp; Constable, G. M.
    Year:
    1983
    Abstract:
    To deal with order statistics is very fruitful from several aspects. Besides getting the pupils acquainted with different statistical notions (median, range, etc.) we have an opportunity to show how to distinguish between independence and dependence and the different levels of dependence (correlation). The variety of combinatorial methods used in connection with order statistics is also an argument in favour of teaching this topic. The program to be presented is for pupils of 13-15 years who learned some stochastics (relative frequency, probability, mean etc.) within the new mathematical curriculum.

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