Literature Index

Displaying 2771 - 2780 of 3326
  • Author(s):
    Rangecroft, M.
    Editors:
    Goodall, G.
    Year:
    2002
    Abstract:
    The discussion of problems associated with the use of language, specifically vocabulary and symbolism, is extended from the teaching and learning of mathematics to the particular area of statistics.
  • Author(s):
    Heaton, R. M., & Mickelson, W. T.
    Year:
    2002
    Abstract:
    Examines the collaborative efforts of a mathematics educator and statistician to help prospective elementary teachers develop statistical knowledge and experience through merging statistical investigation into existing elementary curricula. Offers insight into preservice teachers' statistical and pedagogical content knowledge based on their application of the process of statistical investigation themselves and with children.
  • Author(s):
    Gallimore, M.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    The statistics teacher is a very rare breed in England. Statistics is a relatively recent addition to our school curriculum and is still treated very much as an application of mathematics. There is, however, a small, but hopefully growing, band of enthusiastic teachers who wish to become better teachers of statistics. They find themselves enjoying the statistics teaching which is creeping into schools particularly following the introduction of a compulsory National Curriculum which includes "Data Handling" as one of its topics. Very few of the teachers will have studied statistics beyond school level and fewer still will have had any training in how best to teach the subject. At The Centre for Statistical Education we have always been concerned to promote and improve the teaching of statistics, and we decided that one of the ways in which we could do this was to offer a postgraduate Diploma in Statistics and Statistical Education, a dual course which attempts to improve the teachers' understanding of statistics itself as well as explaining ways of improving their teaching of the subject.
  • Author(s):
    Watson, J. M., & Moritz, J. B.
    Year:
    2000
    Abstract:
    The development of the understanding of average was explored through interviews with 94 students from Grades 3 to 9, follow-up interviews with 22 of these students after 3 years, and follow-up interviews with 21 others after 4 years. Six levels of response were observed based on a hierarchical model of cognitive functioning. The first four levels described the development of the concept of average from colloquial ideas into procedural or conceptual descriptions to derive a central measure of a data set. The highest two levels represented transferring this understanding to one or more applications in problem-solving tasks to reverse the averaging process and to evaluate a weighted mean. Usage of ideas associated with the three standard measures of central tendency and with representation are documented, as are strategies for problem solving. Implications for mathematics educators are discussed.
  • Author(s):
    Jolliffe, F. R.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    Although there is a long tradition of research into concepts and intuitions regarding randomness and probability, few studies have been undertaken amongst United Kingdom university students. Thus the research done at Brunel University over the period 1984 to 1987 using a self-completion questionnaire to investigate the intuitive ideas concerning probability held by first year undergraduates was partly exploratory in nature. This paper presents the intuitive ideas about probability held by first year undergraduates studying mathematics or other scientific subjects.
  • Author(s):
    Lovleen Kumar Grover and Raini Mehra
    Year:
    2008
    Abstract:
    The field of Data Mining like Statistics concerns itself with "learning from data" or "turning data into<br>information". For statisticians the term "Data mining" has a pejorative meaning. Instead of finding<br>useful patterns in large volumes of data as in the case of Statistics, data mining has the connotation of<br>searching for data to fit preconceived ideas. Here we try to discuss the similarities and differences as<br>well as the relationships between statisticians and data miners. This article is intended to bridge some of<br>the gap between the people of these two communities.
  • Author(s):
    Mary Richardson, Diann Reischman
    Year:
    2011
    Abstract:
    This article describes an interactive activity that involves students participating in a memory recall test. Data collected from the activity may be used to illustrate the one-sample t test or one-sample sign test.
  • Author(s):
    Smith, W., &amp; Gonick, L.
    Year:
    1993
    Abstract:
    Mathematicians from the Greeks on have used simple physical or visual models to understand and create new mathematics. The history of innovation in geometry, probability and calculus is full of examples of commonplace or mundane models explicating and motivating new ideas. Modern research statisticians also use the same strategies. Ask an expert in experimental design what he knows about and how he thinks about an industrial experiment. Often you will get an extraordinarily naive answer. You discover that he has cheerfully ignored important, even critical, physical details of the industrial process., and yet industry amply compensates our apparently naive experimental design colleagues. Perhaps industry has learned some lessons that we as teachers of statistics have forgotten. In this paper we argue that our undergraduate students need to be able to view, construct and manipulate mundane models and that this is a critical part of undergraduate mathematics and statistics education. All this may seem obvious, but in the past decades a number of forces have contributed to a decline of our students ability to approach statistics using visual model approaches to mathematics.
  • Author(s):
    Batanero, C., &amp; Serrano, L.
    Abstract:
    In the experimental study reported here we intended to examine possible differences in secondary students' conceptions about randomness before and after instruction in probability, which occurs for the Spanish students between the ages of 14 and 17. To achieve this aim, we gave 277 secondary students a written questionnaire with some items taken from Green (1989, 1991). with our results we extend Green's previous research to 17-year-old students and complement his results with the analysis of students' arguments to support randomness in bidimensional distributions. Our results also indicate that students' subjective understanding of randomness is close to some interpretations of randomness throughout history.
  • Editors:
    Garfield, J., & Ben-Zvi, D.
    Year:
    2011
    Abstract:
    Translation of the book The challenge of developing statistical literacy, reasoning, and thinking (2a) to Korean

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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