Literature Index

Displaying 2281 - 2290 of 3326
  • Author(s):
    Estepa, A.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The objective of this paper is to make known some activities in Stochastic Education in the Ibero-American countries. To achieve this objective I have collected information about working groups; Conferences on Statistics Education, Conferences on Statistics and Mathematics Education with papers about Stochastic Education; Journals that devote special issues to the Statistics Education and resources on Internet. Below I summarize this information.
  • Author(s):
    Scholz, R. W.
    Year:
    1981
    Abstract:
    A selection of 19 problems analyzed from various points of view is presented. The problems are selected in a way that central issues in treating the problems are related with the concept of probability or the stochastic nature of information. The reader can observe many fallacies or false conclusions. Some of the problems introduced were used in experimental investigations in order to prove the limitedness of human power of judgment when processing stochastic information and estimating probabilities. On one hand, the results of the empirical findings are reported briefly in the discussion of the problems, on the other, the theoretical approaches which were developed in order to explain these findings are explained in detail.
  • Author(s):
    Rade, L.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    In this paper, two examples will be used to demonstrate the flavor of a computer oriented approach to the teaching of stochastics at the school level.
  • Author(s):
    Borovcnik, M.
    Year:
    1992
    Abstract:
    From the content: Intuition and mathematics (didactical points of view, networks related to stochastics, intuitions and mathematics as key for understanding, history of ideas and their mathematization); intuitive ideas in classic statistics (interpretation of probability; random choice; expected value; variance); intuitive ideas in the Bayes approach (ratio of chances and degree of confidence, encouragement and thinking in informations, Bayes formula structures thinking, Bayes formula structures applications); intuitive ideas by persons (research framework; symmetry and basic space; relative frequencies and probability; causal relationships and stochastic dependency; statistical assessment; consequences for empirical research and education).
  • Author(s):
    Bentz, H. J.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    The following will outline a stochastics course which essentially differs from the usual ones in theory, concepts, proceeding, notation and models. The paper is divided into global remarks on the theoretical background and the procedure in the classroom.
  • Author(s):
    Way, J.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    As part of the Australian national online curriculum initiative, The Learning Federation is developing hundreds of multimedia learning objects for use in schools. Some of these learning objects are designed to allow children to explore some basic concepts of probability and statistics, such as the relationships between random generators, sample spaces, likelihood of outcomes and both short and long run data on frequency of outcomes. This paper reports on the initial design development of these learning objects and on plans to research their use with children aged 6 to 12 years.
  • Author(s):
    Godino, J. D., Batanero, M. C., & Castro, A. E.
    Year:
    1994
    Abstract:
    In this work problem solving procedures about statistical association using microcomputers, are analyzed. The effect of several didactical variables on these procedures is also studied. The sample was formed by 18 trainee teachers who received previous training during a seven week period. The study of the arguments expressed by the students allows us to know the scope and meaning given by them to the concept of association and to infer criteria to design new didactical situations.
  • Author(s):
    Hammerman, J. K. & Rubin, A.
    Year:
    2004
    Abstract:
    New software tools for data analysis provide rich opportunities for representing and understanding data. However, little research has been done on how learners use thse tools to think about data, nor how that affects teaching. This paper describes several ways that learners use new software tools to deal with variability in analyzing data, specifically in the context of comparing groups. The two methods we discuss are 1) reducing the apparent variability in a data set by grouping the values usig numerical bins or cut points and 2) using proportions to interpret the relationship between bin size and group size. This work is based on our observations of middle- and high-school teachers in a professional development seminar, as well as of students in these teachers' classrooms, and in a 13-week sixth grade teaching experiment. We conclude with remarks on the implications of these uses of new software tools for research and teaching.
  • Author(s):
    Bazargan, A., & Vallai, N.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    Students in medical and health-related fields as well as seasoned medical practitioners need to understand the issues related to the process of planning a scientific study, conducting the study, analysing data and reporting the findings. Recognizing this need, the Iranian medical education system (IMES) started to design and implement a series of workshops in research methodology and statistical data analysis during the past decade. The IMES includes more than 40 universities of medical sciences (UMS). Faculty members and students of the UMS participated in the aforementioned workshops. The workshops provided an opportunity for the participants to get hands-on experiences in the process of scientific research. Based on the above, in the first part of this paper the structure of the workshops, their content and instructional methods are described. Results from a survey to find out the effectiveness of one of the workshop are presented.
  • Author(s):
    Sowey, E. R.
    Year:
    2001
    Abstract:
    Long-term learning should, surely, be an outcome of higher education. What is less obvious is how to teach so that this goal is achieved. In this paper, one constructive contribution to such a goal is described in the context of statistical education: the introduction of striking demonstrations. A striking demonstration is any proposition, exposition, proof, analogy, illustration, or application that (a) is sufficiently clear and self-contained to be immediately grasped, (b) is immediately enlightening, though it may be surprising, (c) arouses curiosity and/or provokes reflection, and (d) is so presented as to enhance the impact of the foregoing three characteristics. Some 30 striking demonstrations are described and classified by statistical subfield. The intent is to display the variety of devices that can serve effectively for the purpose, as a stimulus to the reader's own enlargement of the list for his or her own pedagogical use.

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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