Literature Index

Displaying 1781 - 1790 of 3326

  • Probability, statistics and computer modeling in geology

    Author(s):
    Rogerson, A.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper discusses the modeling process.

  • Probing college statistics teachers' instructional goals and classroom practices within a statistical literacy framework.

    Author(s):
    Reston, E. D., Jala, L. L. C., & Edullantes, Jr., T. P.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    In line with the reform efforts in statistics education that emphasized the development of statistical literacy skills, we explored instructional goals and classroom practices of 12 college statistics teachers and analyzed them using Gal's statistical literacy model. Through focus group discussions, we find that their goals and practices in the teaching-learning-assessment cycle are primarily based on mathematical and statistical knowledge and only three displayed evidence of literacy and context knowledge, and the capability for critical questions. While these teachers indicated positive attitude towards the promotion of statistical literacy, there are gaps between attitude and classroom implementations. Aside from the need for alignment of instruction and assessment with this goal, there is need for concerted efforts towards equipping statistics teachers with the knowledge and resources necessary in the promotion of statistical literacy.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/5A4_REST.pdf

  • Problem areas in training teachers of statistics in Fiji

    Author(s):
    Deoki, P. V.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    This report discusses the problems of training teachers of statistics.
    Location:
    RISE

  • Problem areas related to statistics in training teachers of mathematics in Turkey

    Author(s):
    Aksu, M.
    Abstract:
    This study aims to analyze the place of statistics in secondary school mathematics education and the problem areas related to statistics in training teachers of secondary school mathematics in Turkey.

  • Problem systems in stochastics teaching. Didactic concepts of developing material and teacher in-service training in the LEDIS project. : Aufgabensysteme im Stochastikunterricht. Didaktische Konzepte zur Materialentwicklung und Lehrerfortbildung im LEDIS-

    Author(s):
    Harten, G., & von Steinbring, H.
    Year:
    1985
    Abstract:
    The project LEDIS aims at developing stochastics as example of application-oriented school mathematics. Parallel activities on a theoretical model level and with real random phenomena are intended for developing applications hand in hand with theory in the sense of contributing to mutual explanation but not of applying a previously developed mathematical theory on examples. For being able to put this guiding thesis into practice in projects with teachers, the didactic concept of a (mathematical) problem system for building up the back-up text has been developed in the project. This report presents some of the results of the project, which involves the task of developing and testing models for the in-service-training of teachers.

  • Problem-solving derailers: The influence of misconceptions on problem-solving performance

    Author(s):
    Shaughnessy, J. M.
    Abstract:
    In this paper we will first explore some of the reasons for people's failure to solve problems, problem-solving "derailers" so to speak, and investigate the role of probabilistic misconceptions as one possible derailer. Second, we will consider the implications of what can "go wrong" when we solve probelms for research on the teaching of problem solving.

  • Problematising Statistical Meanings: A Sociocultural Perspective

    Author(s):
    Hoyles, C. & Noss, R.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    We report the findings of a detailed study of the ways in which a group of paediatric nurses think about the notion of average and variation. We describe some continuities and discontinuities between mathematical and nursing epistemologies, and draw some general conclusions about the ways in which more general mathematical meanings are constructed and 'transferred' that takes account of both cognitive and sociocultural perspectives.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/2e3_hoyl.pdf

  • Problems of trainee teachers in learning statistics

    Author(s):
    Byrt, T.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    This report discusses the problems of training teachers of statistics.
    Location:
    RISE

  • Problems raised by the teaching of probability theory and statistics in French secondary schools

    Author(s):
    Hennequin, P. L.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    Although probability theory is now considered by mathematicians as belonging entirely to mathematics and although most subjects use it, its teaching in France is discredited in the eyes of most mathematics teachers. It is dealt with separately, if time is left or if it is required for an examination, and it is the first topic to be omitted in any syllabus reduction. The purpose of this report is an attempt to analyse the causes of this phenomenon and to make some propositions to remedy it, taking into account the work of the INRP group which was in operation from 1973 to 1978.

  • Problems when interpreting research results using only p-value and sample size.

    Author(s):
    Hoekstra, R., Kiers, H. A. L., Johnson, A., & Groenier, M.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    The following three probabilities seem crucial when interpreting data, especially in the behavioral sciences:1) the probability that an effect is present in the population, 2) the probability that a replication is significant; and 3) the probability that the effect for a single individual in the population is in the expected direction. In our study, we asked 51 subjects (university students and lecturers in psychology) to estimate these probabilities after reading a short description of a hypothetical experiment with as outcomes only p-value and sample size given. Large variations in estimated probabilities were found. However estimates of the probabilities tended to increase as a positive function of sample size for a fixed p-value. Simulation studies show that , assuming a uniform prior distribution for the parameter, this turns out to be incorrect for all three probabilities.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/C437.pdf

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