Literature Index

Displaying 2871 - 2880 of 3326
  • Author(s):
    Scheaffer, R. L.
    Year:
    1984
    Abstract:
    We live in an information society. We are confronted, in fact, inundated, with quantitative information at all levels of endeavor, Charts, graphs, figures, rates, percentages, probability, averages, forecasts, trend lines, etc., are in inescapable part of our everyday lives that affect our decisions on health, citizenship, parenthood, jobs, financial concerns and many other important matters. In order to be called for dealing with data and making intelligent decisions based on quantitative arguments. We live in a scientific age. We are confronted with arguments that demand logical, scientific reasoning even if we aren't trained scientists. We must be able to clearly see our way through a maze of reported "facts" in order to separate credible conclusions from specious ones. We must be able to intelligently weigh the evidence on the cause of cancer, the effects of pollutants on the environment, or the results of a limited nuclear war. Teachers, and then students, must be trained to make intelligent decisions based on numerical information if our society is to grow and prosper. We live amidst burgeoning technology. We are confronted with a job market that demands scientific and technological skills, and our students must be trained to deal with the tools of this technology in productive, efficient, and correct ways. Much of this new technology is concerned with information processing and dissemination and proper use of this technology requires statistical skills. These skills are in demand in engineering, business management, data management, and economic forecasting, just to name a few.
  • Author(s):
    Beth Chance, Dani Ben-Zvi, Joan Garfield, and Elsa Medina
    Editors:
    Robert Gould
    Year:
    2007
    Abstract:
    This paper provides a broad overview of the role technological tools can play in helping students understand and reason about important statistical ideas. We summarize recent developments in the use of technology in teaching statistics in light of changes in course content, pedagogical methods, and instructional formats. Issues and practical challenges in selecting and implementing technological tools are presented discussed, and examples of exemplary tools are provided along with suggestions for their use.
  • Author(s):
    Chance, B., Ben-Zvi, D., Garfield, J., & Medina, E.
    Year:
    2007
    Abstract:
    This paper provides a broad overview of the role technological tools can play in helping students understand and reason about important statistical ideas. We summarize recent developments in the use of technology in teaching statistics in light of changes in course content, pedagogical methods, and instructional formats. Issues and practical challenges in selecting and implementing technological tools are presented discussed, and examples of exemplary tools are provided along with suggestions for their use.
  • Author(s):
    Glencross, M. J. & Binyavanga, K.W.
    Editors:
    Garfield, J. B. & Burrill, G.
    Year:
    1997
    Abstract:
    In this paper, we examine the role of technology in statistics education from the viewpoint of a developing country. We begin with a brief overview of the developing region in question. We next provide a definition of statistics education which, in our view, may be used to identify in general who needs statistics education, who should provide it, and at what level statistics education should begin.<br>The role of statistics education is explored in relation to three broad areas where it plays an important role, namely, in business and industry, some aspects of government, and overall socioeconomic and scientific progress. Following this, technologies for effective teaching and learning statistics at different levels are explored. This paper ends with a discussion of the questions to be addressed regarding the role of technology in statistics education. Recommendations for research are suggested, especially in relation to developing regions.
  • Author(s):
    Mulekar, M. S. &amp; Haven, M.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    As a leader, the American Statistical Association is heavily involved in statistics education, both in terms of content and pedagogy, and also for professionals who need continuing education and further professional development. The Center for Statistics Education exists to assist in curriculum development for kindergarten through graduate levels, and to develop and manage programs, which promote the teaching of statistics, assist in teacher preparation and provide resources for teachers of statistics. The Center also provides educational opportunities in various applied sub-fields of statistics for professionals, and supplies career information to prospective students of statistics as a way to build the profession and meet the statistical needs of society. In collaborations with publishers, it has also developed a series of publications to aid quantitative literacy at different levels.
  • Author(s):
    Pukkila, T., &amp; Puntanen, S.
    Editors:
    Davidson, R., &amp; Swift, J.
    Year:
    1986
    Abstract:
    In this paper we consider the nature of a statistics course and discuss the role of the computer in it. In particular, we discuss the course for the first-year students at the university level.
  • Author(s):
    Kay Lipson
    Year:
    2003
    Abstract:
    nderstanding essential for them to apply correctly the statistical techniques at their<br>disposal and to interpret their outcomes appropriately. It is also commonly believed<br>that the sampling distribution plays an important role in developing this<br>understanding. This study clarifies the role of the sampling distribution in student<br>understanding of statistical inference, and makes recommendations concerning the<br>content and conduct of teaching and learning strategies in this area.
  • Author(s):
    Hunt, N. &amp; Jolliffe, F.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper describes the role of the Royal Statistical Society in shaping statistical education within the UK and further afield. Until 2001 the Society had four agencies concerned with education at all levels. The work of these is discussed and recent new arrangements are outlined. The Society's efforts to disseminate good practice through organising meetings and running a network of Associate Schools and College are explored in some detail.
  • Author(s):
    Jolliffe, F.
    Editors:
    Gooddall, G.
    Year:
    2003
    Abstract:
    Proposes methods of introducing an individual element into the formative assessment of the ability to use computer software in the study of statistics. Diagrammatic representations of data; Correlation and regression exercises.
  • Author(s):
    Witmer, J. A.
    Year:
    1993
    Abstract:
    The Quantitative Literacy (QL) project has affected how statistics is viewed and taught by high school mathematics teachers. Each summer since 1987 the ASA Center for Statistics Education has organized QL workshops at various places around the country. This movement has been in concert with the National Council of Teachers of Mathematics movement to revamp mathematics instruction with their Curriculum and Development Standards. Quantitative Literacy is now a major part of the thinking of national and local leaders in mathematics education. Unfortunately, few science teachers have been affected by the QL project. While mathematics teachers introduce boxplots in their algebra classes, the science teachers in the same building have each student complete a laboratory exercise and turn in a report, without ever considering how the results of the various students differ. The middle school or high school science laboratory is an excellent place in which to use statistical ideas, but rarely does this happen. In 1990 ASA organized a planning meeting that led to the formation of the SEAQL (Science Education And Quantitative Literacy) task force. This group of statisticians and science teachers is promoting the use of statistics in school science courses by focusing on common laboratory experiments that involve data collection. The task force will host a leadership conference in November for science curriculum supervisors. At the conference the task force will demonstrate some SEAQL laboratory activities and convey the philosophy of using data analysis as a science teaching tool.

Pages

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